Name of Project: / Revolutionary Modeling / Duration: / 3 block days
Subject/Course: / AP World History / Teacher(s): Fain / Grade Level: / 10
Other Subject Areas: / Possibly Art History, Literature
Unit Goal for Student:
Summary of the issue, challenge, investigation, scenario, or problem: / Students will develop a framework for understanding and explaining political, economic, intellectual and social change first through a study of 18th and 19th century rebellions and secondly through linking same framework to a modern event.
Enduring Understanding(s) / Change results when expectations diverge too far from reality.
Essential Question(s) / 1. What qualifies as a revolution?
2. How are revolutions, rebellions, uprisings, riots, coups, recall elections, failed re-elections, and abdications all forms of authentic political change?
3. How can revolution be explained as a process that follows a predictable pattern?
Curriculum Standards Bundle (Stage 1)
Content and Process Standards (TEKS) to be taught and assessed:
Highlight those targeted for depth. / (9)History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:
(A)compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion;
(B)explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America;
(C)trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; a
(D)identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
(21)Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:
(A)describe how people have participated in supporting or changing their governments;
(29)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(F)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
(G)construct a thesis on a social studies issue or event supported by evidence; and
(30)Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A)use social studies terminology correctly;
(B)use standard grammar, spelling, sentence structure, and punctuation;
(C)interpret and create written, oral, and visual presentations of social studies information; and
(D)transfer information from one medium to another.
(31)Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A)use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B)use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Other Required Standards to be taught and assessed: (i.e. CCRS, Graduate Expectations, Local Objectives, etc.) / AP Key Concept 5.3 I – The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded the revolutions and rebellions against existing governments.
5.3 III – Increasing discontent with imperial rule propelled reformist and revolutionary movements.
5.3 IV. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities.
Authentic Learning Elements to be integrated:
Check all that are targeted in this unit. / Provide authentic context that reflects the way the knowledge will be used in real-life / X / Provide multiple roles and perspectives / X / Promote articulation / X
Provide authentic activities / X / Support collaborative construction of knowledge / X / Provide coaching and scaffolding / X
Provide access to expert performances and the modeling of processes / Promote reflection / X / Provide for authentic assessment of learning within the tasks / X
21st Century Skills/NETS to be taught and assessed: / Creativity and Innovation (NETS 1) / X / Information, Media, or ICT Literacy (NETS 3) / X
Communication and Collaboration (NETS 2) / X
X / Life and Career Skills
Critical Thinking/Problem Solving (NETS 4) / X / Digital Citizenship, Technology Operations and Concepts (NETS 5and 6)
Assessment (Stage 2) page 2
Entry Event to
launch inquiry,
engage students: / Hook introducing the event – flipped at home
How do the IPAD, Arab Spring, the American Revolution, and the Jazz Singer all represent real change? Is one more impactful than the other? Which best represents a more impactful change?
TED Talk – Arab Spring - http://www.ted.com/talks/wadah_khanfar_a_historic_moment_in_the_arab_world.html
http://youtu.be/SOiX2BFq9qE
IPAD – the Guardian - http://www.guardian.co.uk/technology/2011/mar/27/ipad-tablet-computer-users-rivals
American Revolution - http://www.youtube.com/watch?v=HlUiSBXQHCw&list=PLBDA2E52FB1EF80C9&index=28&feature=plpp_video
The Jazz Singer - http://jolsonville.com/2010/09/01/the-significance-of-%E2%80%9Cthe-jazz-singer-%E2%80%9D/
http://www.youtube.com/watch?v=gdK37odGSEo
The Jazz Singer - http://www.film.com/movies/whats-the-big-deal-the-jazz-singer-1927
Assessments / Summative Assessments:
Major Products and/or Performances / Final product or performance tasks required. A general description of expectations.
Create and test a student-developed historical model that could explain all political, social, economic, religious, scientific, and artistic change. Apply one political revolution from the
Modern era (1750-1900 era event in TEKS and AP World standards) and “other” can be of student’s choosing from any era.
Formative Assessments
(During Learning) / Formative Assessments consist of GoogleDoc surveys over background readings and crash course videos focused on Enduring Understandings, essential knowledge and skills, and AP Key Concepts
Frequent in class on the spot learning targets include:
· Can students understand historical cause and effect relationships?
· Can students apply the American Revolution to existing historical models like the Crane Brinton Fever Model and the J-Curve theory?
Resources Needed / Materials: / Strayer – Ways of the World AP World History Textbook
Laptop/IPAD stations (at least 15)
Encourage students to bring their own devices (laptops, IPADs, smartphones)
Resources: / GoogleDoc (GoogleDrive account required) – data collection for important individuals, events, concepts, etc. for each of the revolutions in the 1750-1900 time period.
Crash Course World History videos:
French Revolution –
http://www.youtube.com/watch?v=lTTvKwCylFY&list=PLBDA2E52FB1EF80C9&index=29&feature=plpp_video
Haitian Revolution –
http://www.youtube.com/watch?v=5A_o-nU5s2U&list=PLBDA2E52FB1EF80C9&index=30&feature=plpp_video
Latin American Revolutions – http://www.youtube.com/watch?v=ZBw35Ze3bg8&list=PLBDA2E52FB1EF80C9&index=31&feature=plpp_video
Reflection Methods / (Individual, Group, and/or Whole Class)
Whole Class peer review with individual revisions / Whole class – Peer Review of Product (Model) using Rubric; Student can improve for final submission
Learning experiences(Stage3)
Day One (Feb. 15th)
Hook (20 minutes)
Students watch three videos and answer questions at home before Friday Feb. 15th.
TED Talk – Arab Spring - http://www.ted.com/talks/wadah_khanfar_a_historic_moment_in_the_arab_world.html
IPAD – the Guardian - http://www.guardian.co.uk/technology/2011/mar/27/ipad-tablet-computer-users-rivals
American Revolution - http://www.youtube.com/watch?v=HlUiSBXQHCw&list=PLBDA2E52FB1EF80C9&index=28&feature=plpp_video
What do the IPAD, Arab Spring, the American Revolution, and the Jazz Singer have in common? Is one more impactful than the other? Which best represents a more impactful change?
· Discuss students’ reflections on commonalities and judgments on relative impacts.
Do all of these phenomena follow a common pattern? Ask students to design a flow-chart that visually represents the process that all three share leading to impactful change.
Explain assignment (15 minutes)
1. Present Rubric for final model presentation
2. Explain goals, timeframe, and expectations for each day in class and requirements for homework.
a. In-class
i. Feb. 15 – station rotation over different existing models to explaining the revolutionary process
ii. Feb. 20 – design and test student created model utilizing two revolutions from 1750-1900a
b. At home
i. By Feb. 20 read (779-793), watch crash courses on revolutions, and complete Google Survey over each. Contribute to class GoogleDoc (explained below). Groups may divide videos amongst group as long as every group member contributes to GoogleDoc
ii. By Feb. 22 finalize presentation of model and application – utilize rubric to ensure that presentation meets standards
Revolutionary Models (15 minutes)
Teacher led overview of the J-Curve model focusing its the structure and emphasis. Since all students will be familiar with the hook examples, reference to the elements of the Arab Spring, IPAD, and American Revolution will be frequent. Video link for home use JCurve theory - http://www.youtube.com/watch?v=BQ9rRqRCUlw
Stations (60 minutes – 15 minutes to learn one model / 45 minutes for 3 expert group presentations. All three models available online for further study.
1. Crane-Brinton fever model – PowerPoint and short reading (English Civil War 1642-1651 and Glorious Revolution 1688)
2. Skocpol States and Social Revolution – PowerPoint and short reading (Chinese Revolution of 1911)
3. Wolf – Peasant Rebellions (AP lesson over Mexican Revolution of 1910 – reading and application)
Day Two (Feb. 20)
In groups of 3-4, create an original model that mimics the strengths and corrects the weaknesses of previous days models. Utilize Revolutions GoogleDoc and group knowledge to apply two revolutions to model to test its validity. Review rubric to ensure that all requirements are met. Plan and create presentation (maximum of 10 minutes and include handout of revolutions applied to model – one on front and one on back). Presentation can be live or can be filmed. Video and computer resources (including IPADs) will be made available.
Day Three (Feb. 22)
Presentations – 10 minutes each
Students in audience complete an evaluation providing groups feedback on areas that need to be improved.
Groups may take feedback and improve product. If areas of improvement were in presentation portion of the rubric, students may video a new attempt and submit to teacher.
GoogleDoc – Revolutions Data Collection
Region 10 ESC Adapted from BUCK INSTITUTE FOR EDUCATION