Stage 1 Desired Results

ESTABLISHED GOALS Transfer

1. Analyze a piece of art from multiple
perspectives
2. Understand that art is a vehicle for a
human story
3. Individuals revolt for many different
reasons and chose to risk their safety and
wellbeing
4. Practice perspective taking and historical
empathy
Evaluative Criteria
1. Group work to answer essential questions
into first phase of inquiry into imagery of a
revolution- Share
2. Group discussion
3. First person narrative writing
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Students will be able to independently use their learning to…
- Further analyze diverse historical perspectives
- Think critically about art in a historical context
- Develop historical narrative writing skills
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… 1. What is a revolution?
1. Individuals chose to revolt for many 2. What might move a person to risk their safety or well-
different reasons being for the sake of revolution?
2. Revolutions have different meaning in
different social classes
3. Politics, economics, and social systems
are all connected.
4. As historians we must make creative
assumptions based on the evidence in
front of us to create a narrativeà this
is a form of bias
Acquisition
Students will know… Students will be skilled at…
1. That a revolution can unite individuals 1. First person narrative writing
of varying ethnic, racial, and 2. Perspective taking
socioeconomic backgrounds. 3. Art analysis and inquiry
2. How to take on and write from a
historical perspective.
3. Analyze a piece of art and place it
within a historical context
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
1. Essential question inquiry group work
2. Think/Feel/Care exercise
3. First person narrative writing
OTHER EVIDENCE:
 Discussion- what does it mean to step inside and take on someone’s perspective? What do we learn from that?
How might it help us learn about the past? What are the challenges?
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
ASKà INVESTIGATE à CREATE à DISCUSS à REFLECT
1. Students in groups at the board: 10-15 minutes (warm up) ASK
a. What is a revolution?
i. Students discuss with their groups and write answers on the boardàeach student has their own marker
ii. Share out with class
iii. What are the common themes here?
b. What might move a human being to risk their safety/well-being the sake of revolution?
i. Students discuss and write answers on the board
ii. Share out with class
c. Further inquiry into Revolution by asking: When should an individual take a stand against injustice or revolt? (ASKàInvestigate)
i. Area for personal reflectionà ask students to write down this answer for themselves and in general in their notes: 4 to share out
2. (Investigate) 10 minutes
a. Look at “The Cry for Independence” for 30 seconds
i. Write down everything you see
ii. Discuss and write down everything on the board
b. Look again
i. where does your eye go first?
ii. Are you drawn to a particular character in this painting and why?
3. What do you notice about this character that you are drawn to? (CREATE) 10 minutes
i. Task #2 on worksheet
4. With these wonderings pretend you are this person àFill out think/feel/care CREATE- 10 minutes
 a. How do you take on someone else’s point of view? What might you need to think about in order to do this effectively?
b. Share
5. Discussion and Reflection (Discuss and Reflect)à 15 minutes
a. What do you think drove your character to revolution? How does that fit into the list we made earlier?
i. Is there someone who wrote something that does not exist on this list? Do we need add or change are list
ii. Did this personal deep dive change what you thought a revolution was?
iii. Did this experience of taking on a perspective inhibit or aid your understanding of a revolution? - Exit ticket