Age of Revolutions Unit-by-Design Outline Arpan Patel

STAGE 1 DESIRED RESULTS

Established Goals
Survey the major revolutionary developments that occurred over the course of the 18 th and 19th
centuries.

Explore some of the factors that helped shape, drive, and facilitate these particular developments.

Examine how these events changed the world.

Use these historical events to serve as models to understand contemporary developments today.

Determine the extent to which these revolutions were successful through the process of historical
inquiry.

Understandings Essential Questions

Students will understand that not all How do different revolutions arise?
revolutions are one in the same as each
arises from a specific and unique set of How do revolutions change the world?
circumstances.
What lessons do past revolutions have to
teach us about our world today?
Students will understand that revolutionary
developments can have broad-reaching To what extent were the revolutions of the
effects on various levels and aspects of 18th and 19th century successful?
society and the world-at-large.

Students will understand that past

revolutions can provide a framework of
understanding for contemporary
developments in our world today.

Students will understand that revolutions do

not always achieve and meet their
objectives and goals.

Students will know Students will be able to

Key facts related to the developments of the Closely read, evaluate, contextualize, and
American Revolution, French Revolution, corroborate a broad range of primary and
Industrial Revolution, and Latin American secondary sources to build a comprehensive
Independence Movements. understanding of this time period

Traits/examples specific to new ideologies, Establish probable trends, patterns, and

processes, and systems of organization cause/effect relationships pertaining to these
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
 Age of Revolutions Unit-by-Design Outline Arpan Patel
developing during this period of time
Historical and contemporary examples of the
revolutionary impact of these developments
on various levels and areas of society.
STAGE 2 ASSESSMENT EVIDENCE
Performance Tasks
Age of Revolutions Summative Unit Project
Students will select an assessment modality from a
provided project-grid, or create their own with
teacher approval, to demonstrate their summative
answering of the Essential Questions from Unit 4
through the inquiry process.
Key Criteria:
Students will be arranged into a set of content
groups based on one of the major revolutionary
developments that occurred over the course of the
18th and 19th centuries. In these assigned expert
groups, students will gather reliable and logical
primary and secondary sources to effectively
support their conclusions in their total summative
answering of the Essential Questions from Unit 4.
Each project will be graded based on the Thinking
Skills rubric which will assess students on the
ability to utilize reading, writing, and thinking
strategies to investigate important historical
questions.
Regardless of which medium students choose, they
must include all information as listed on the
summative project checklist.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
revolutionary developments.
Analyze the lasting impact of past historical
processes on our contemporary society
through multiple, clear examples.
Construct evidence-based arguments
through multiple perspectives to determine
the extent to which these revolutions were
successful.
Other Evidence
Homework Presentations
Each day one individual student will be randomly
selected to give a one to two-minute presentation
based on what they read for homework the
previous night. Afterwards, students will be given
the opportunity to ask clarifying questions based
on the assigned material. This assessment will
serve as a diagnostic to give the teacher a
representative sample of student understanding of
the pre-instructional experience.
Formative Discussion
Students will be given opportunities to
demonstrate their formative understanding of
learning objectives through facilitated student-
driven discussions. By wondering, by asking, by
sharing, and by thinking out loud, students will
have the opportunity to openly demonstrate their
level of understanding of the content and further
extend learning through sufficient application and
exploration of the posed questions.
Essays
At select points in this unit, students will write
essays based on prompts related to the historical
content they will have surveyed. These essays will
serve as opportunities for students to show their
ability to create evidence-based arguments
through historical thinking. Essays may be
predicated on practice of one or more of the
following skills: Contextualization, Sourcing,
Corroboration, and Argumentation.
Content Quizzes
2
 Age of Revolutions Unit-by-Design Outline Arpan Patel

Throughout the unit, students will take a series of

content quizzes related to each movement
surveyed in the Age of Revolutions. These quizzes
will provide the instructor a summative
understanding of the ability of students to meet
particular learning objectives as related to the
historical developments of this time-period.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3