World+History+UBD

__**World History: Understanding By Design**__ toc

**Atlantic Revolutions**
UbD Template 2.0 WHII.16 Identify the major developments of Latin American history to the early 20th century. (H, E) RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.1 Write arguments focused on //discipline-specific content//. |||| **//Transfer//** || T1: Search for, Compare and Assess different historical accounts T2: Compare the Atlantic Revolutions to those of the 21st Century || // Students will understand that. . . // //Students will keep considering…// //Students will know…// //Students will be skilled at…//* *Using marking up the text strategies to identify main ideas * Summarize their work/findings orally and in writing //Students will show that they really understand by evidence of:// Create an annotated timeline of the French Revolution (1789-1815)- analyze how the character of the revolution changed over time. Create an obituary for a Revolutionary leader to support their position on his leadership style. Comparative writing piece comparing causes and outcomes of two revolutions Use work completed on the French Revolution and the research conducted on the Haitian or Venezuelan Revolution to write a comparative essay. Students should conclude by using evidence to address at least one of the essential questions. Conventional quizzes and testsProgress Monitoring of group work, Think/Write/Pair/Share, class discussions and revisions Monitoring of contributions to class mind mapEntrance and Exit tickets (pre & post assessments, weekly)Homework assignments (content vocabulary, map activity)Connections of reading/discussion to self, text, world || (*Student pairings can be manipulated to support individual learning needs.) > *ELL students and struggling learners should be supported by providing pictorial and syntax clues English Language Learners can be supported by providing the following guide for their reading - It focuses on reading pattern, description, cue words and a graphic organizer students can use. Excerpts from one of the following movies can be used to enhance understanding of the causes and effects of the French Revolution for visual learners: 1. //**Marie Antoinette**// 2. //**Tale of Two Cities**// 3. //**Les Miserables**// The following tools can used for cartoon analysis The following Cartoons can be considered Work in groups to share evidence, analysis, and to determine POV. Students should independently summarize their findings. As an alternative to a traditional timeline students can be encouraged to use 21st technology to demonstrate their knowledge of the chronology of the French Revolution. For example students could create a Prezi such as the one embedded below. media type="custom" key="10454032" Compare the causes, leaders, and outcomes of the French Revolution with either the Haitian or Venezuelan Revolution. Was equality ever achieved in either? ELL students and struggling writers may be provided graphic organizers to help guide their writing such as a Venn diagram or cue chart provided below. These should be presented to the rest of the class on teacher ENO boards. Tools listed below can be used by students to create their presentations 1. Prezi - embedded images and videos 2. A student narrated voicethread with images 3. Google presentation with embedded images and videos ||
 * ** TThTTTTTTTTStage 1 Desired Results ** ||
 * ESTABLISHED GOALSWHII.3 Summarize the important causes and events of the French Revolution. (H, C, E) WHII.4 Summarize the major effects of the French Revolution. (H)
 * ^  |||| //Students will be able to independently use their learning to…//
 * ^  |||| **//Meaning//** ||
 * ^  || ENDURING UNDERSTANDINGS
 * Revolutions are typically caused by social, political and economic inequalities.
 * Revolutions change over time.
 * Revolutions have outcomes that affect both the local and global communities. || ESSENTIAL QUESTIONS:
 * What is worth fighting for? Who decides?
 * What is the meaning of equality? Is it achievable?
 * What is a Revolution? ||
 * ^  |||| **//Acquisition//** ||
 * ^  || CONTENT UNDERSTANDINGS:
 * The causes and outcomes of the French Revolution and those of one other Atlantic Revolution..
 * Key events and terms of the French Revolution such as Three Estates, bourgeoisie,Declaration of the Rights of Man, Estates General, Tennis Court Oath, Reign of Terror, Execution of Louis XVI, radical, Napoleonic Coup d’etat.
 * Key Revolutionary Leaders such as Robespierre, Napoleon and L’Overture //**or**// Bolivar || SKILLS:
 * Analyzing political cartoons ||
 * ** Stage 2 – Evidence ** ||
 * **Evaluative Criteria** |||| **Assessment Evidence** ||
 * * Historically accurate
 * Well crafted
 * Revealing and informative
 * Good detail
 * Clear explanation
 * Mechanically sound |||| PERFORMANCE TASKS:
 * Students will persuasively use evidence gathered from their leadership analysis to create the obituary for the revolutionary leader. Students may choose either L’Overture //or// Bolivar.
 * Collaborate to create a group presentation to share findings and address essential questions.** Students who studied the Haitian Revolution should work together, similarly the students who studied the Venezuelan Revolution will work together. Expert groups will present their information on causes, leaders, and effects of their chosen revolution. ||
 * * Accurate, Complete, Insightful, Makes Connections, Supported, collaborative, efficient, purposeful, proficient, detailed, Well Argued |||| OTHER EVIDENCE:
 * ** Stage 3 – Learning Plan ** ||
 * //Learning Plan// //The following strategies and activities can be used://
 * **Think/Write/Pair Share - Independently students will read and respond to the Essential Questions of the unit. Students must use prior knowledge from previous social studies classes and their personal experiences to support their answers. Share with a partner and revise their response based on discussion. **
 * **Create a class mind map to record student responses to the question, ‘what is a revolution?’ – Teachers can use traditional or 21st century technology tools to create and record class mind map – This map can be revisited, reviewed and revised throughout the unit to build on new understandings. **
 * Preview chapter using Images, Graphs, Charts, Large Print Ideas from text or on-line resource to add to concept of "revolution"
 * **Content and academic vocabulary are introduced as needed by the various learning activities. Use the Three-column vocabulary template to record, illustrate, and make meaning of new vocabulary. Conceptual vocabulary can be accessed through the use of tools such as: **
 * 1) Wordsift
 * 2) Frayer Model
 * 3) Concept map
 * **Students should independently complete content response notes to identify the Causes and Effects of the French Revolution. Pair students with a partner to respond to one another's comments, connections, questions. Debrief as a class and make revisions to notes.**
 * **Summaries should be completed independently.**
 * Scaffolding such as sentence stems should be provided to ELL students and struggling learners
 * **Examine a political cartoon of the three estates and determine POV by completing a visual discovery**
 * 1) [[file:Visual Discovery Strategy I SEE.doc]]
 * 2) [|Image Detective]
 * 1) [[file:French Revolution Cartoon 1.docx]]
 * 2) [[file:French Revolutyion Cartoon 2.docx]]
 * Analyze a primary source doument, The Declaration of the Rights of Man to determine signifinance.
 * Use www.crocodoc.com to read and mark up the following document.
 * Teachers can help struggling learners by modelling the process of "marking up" by using think aloud as outlined below.
 * **Three-minute pause to reflect on essential questions**
 * **Students will use vocabulary organizers, cartoon analysis and content response notes to create their time lines on key events and analyze change over time.**
 * **Teachers will use Napoleon as a model for leadership analysis using appropriate textual and visual sources to meet individual learning needs. Students should work in groups to support or refute the claim that "Napoleon was a great leader."**
 * **Students will conduct research on either the Haitian or Venezuelan Revolution. The following summaries could be provided for students and can be edited to suit a variety of reading levels.**
 * **Students will conduct research on one of the following revolutionary leaders of their choice: L’Overture //or// Bolivar**
 * **Students will use leadership analysis chart to evaluate research conducted on revolutionary leader to form an opinion.**
 * Students will persuasively **use information gathered from their leadership analysis to create an obituary for the revolutionary leader of their choice.**
 * **Demonstrate understanding. Use work completed on the French Revolution and the research conducted on the Haitian or Venezuelan Revolution to write a comparative essay. Students should conclude by using evidence to address at least one of the essential questions.**
 * **To organize their thoughts, students may choose one of the tools below:**
 * 1. mind map**
 * 2. bubl.us**
 * 3. mindmono.com**
 * **Provide additional scaffolding for ELL or struggling learners. Use outline template to complete the comparative essay (prompt below)**
 * Share findings.** As a post writing activity teachers can put students into expert groups. Students who studied the Haitian Revolution should work together, similarly the students who studied the Venezuelan Revolution will work together. Expert groups will present their information on causes, leaders, and effects of their chosen revolution.
 * Share findings.** As a post writing activity teachers can put students into expert groups. Students who studied the Haitian Revolution should work together, similarly the students who studied the Venezuelan Revolution will work together. Expert groups will present their information on causes, leaders, and effects of their chosen revolution.


 * Additional Unit Resources**

French Revolution


 * Primary Sources - Causes of Revolutions**
 * Cahiers de Dolences[[file:Cahiers de Dolences.docx]]
 * Haitian Cahiers[[file:Haitian Cahiers.docx]]
 * Simon Bolivar Letter to Charles V[[file:Simón Bolívar - Letter to Charles V.docx]]


 * Primary Source - Revolutionary outcomes**
 * Extracts from the U.S. Constitution[[file:The Constitution of these United States of America.docx]]
 * Declaration of the Rights of Man


 * Constitution of 1793 - France[[file:The French Constitution of 1793.docx]]
 * Toussaint Proclaimations for Haiti[[file:Toussaint Proclaimations.docx]]
 * Bolivar's Letter to the Congress of Angostura[[file:Simón Bolívar letter to the Congress of Angostura.docx]]