Unit Description Unit Rationale



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Unit Description

Unit Rationale:

The purpose of this unit is to introduce the students to the historically significant time period between 1715 and 1815. The activities within this unit will describe the events and people who had an impact on social, political and economic change during the period under study. By the end of this unit, students will identify this period as a transition from the Medieval Period to the emergence of the Modern Era.


This unit will introduce the Grade 12 Academic World History Course. The Culminating Task challenges students to assume historical perspective from one of the significant episodes of the period covered in class. The class will be asked to develop a historical newspaper artifact and debate its significance over other student productions. The student success criteria include creativity, critical thought, research, and presentation skills. All of the activities leading up to this culminating task will support the student in a successful demonstration of these skills.
Students will benefit from having an opportunity to participate in historical perspective, as well as continue to develop critical success skills that are transferable across multiple disciplines.
Image of the Learner:

This course is intended for Grade 12 Academic students between 16 and 18 years of age. We based our classroom on an academic setting in the York Region District School Board. There are some ESL and ELL learners. There are also a few students with IEPs for giftedness. The activities planned throughout the unit will allow students to demonstrate their multiple intelligences and learning styles. Since this is a senior level history course, students will have experience assuming historical perspective in earlier grades. They will also have some experience in the required success criteria (creativity, critical thought, research, and presentation skills). They will likely have limited prior knowledge on the historical period between 1715 and 1815.


Design Process:

Our group launched this project by carefully crafting a critical challenge as our culminating task and vision for the unit. From this framework, we established roles within our group who would take the lead on specific tasks. The team worked well together as each member took interest in a unique perspective spanning this 100 year period. Using the Design Down planning strategy, we continued our project by selecting the overall and specific expectations we wanted to meet. Similarly, we also focused on the enduring understandings that we wanted students to take away from the unit. Our team met regularly outside of class time to keep on schedule. We used a Wiki to post our unit files so that each group member could access and update mutual files, as well as share resources that would benefit the overall unit design. The individual activities focused on providing opportunities for transformative learning. We intended on making the material relevant for the students so that they could embrace historical perspective and make connections to the modern day. Our goal was that students would acquire a deep understanding and appreciation for the unit material, and avoid the pitfalls of rote memorization.

Our planning manager, Nicole Correia, was the liaison between the instructor and our group. She kept us abreast of pertinent information and made sure we followed key dates and procedures. Her eye for detail and passion for planning was appreciated by each group member. Our assistant planning manager, Paul Emerson, used his vibrant communication style to keep the group on track and motivated. He also took the lead on the Culminating Rubric. The research manager, Nathan Abdelnour, provided a wealth of resource material. He also created and maintained the group WIKI, which was a valuable tool in keeping the group organized and informed. The presentation manager, Michael Silvaggio, balanced his creative flare with strong organization to deliver a wonderful brochure and graphic organizer of the unit components. As the assessment and evaluation manager, Lee-Ann Galati showed dedication and competence in her ability to critique the team’s Unit Design, as well as the coordination of assessment tools required throughout the process. Overall, we are very pleased with our final publication.

Unit Overview




Lesson/ Activity

Time

Title and Description

Codes

Description

EIF

2.1

75 Min

Which Factors Influence Change?
Students will be asked to explore how social networks, such as Facebook, have altered their daily lives as well as their relationship to society. Students will examine the power of individual thought, through the example of Mark Zuckerberg, and connect this idea to individuals who proposed revolutionary thought in the 1715 to 1815 time period, including Voltaire, Wolstoncraft,Robspierre and Napoleon among others.

CCV.01

demonstrate an understanding of how the historical concept of change is used to analyse developments in the West and throughout the world since the sixteenth century;

Enduring

CHV.04

demonstrate an understanding of the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century.

Enduring

CC1.02

identify forces that have facilitated the process of change (e.g., increase in literacy, humanism and liberalism, scientific revolutions) and those that have tended to impede it (e.g., rigid class or caste systems, reactionary and conservative philosophies, traditional customs);

Important

CC1.03

assess the influence of key individuals and groups who helped shape Western attitudes to change (e.g., Luther, Montesquieu, Wollstonecraft, Marx, Darwin, Einstein, de Beauvoir, Hawking; explorers and innovators, Luddites, Fabians, Futurists, environmentalists);

Important

CH4.03

demonstrate an understanding of key factors that have slowed or blocked the advancement of human rights (e.g., poverty, religious intolerance, racial bias, imperial exploitation, authoritarian governments);

Familiar

2.2

225 Min

Afternoon in the Salon: Were the Salonières a powerful venue for societal reform?
This activity will challenge students to assume the role of an educated Salon Guest or Hostess. They will be asked to select and research one influential figure from this time period (a list will be provided). Students will produce a brief critical response to the significance of the Salon gathering, as well as justify their person’s significance and contribution to change during the Enlightenment Period

CHV.04

demonstrate an understanding of the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century.

Enduring

SEV.04

demonstrate an understanding of key aspects of women’s economic, social, and political lives in Western and non-Western societies since the sixteenth century.

Enduring

HIV.02

critically analyse historical evidence, events, and interpretations;

Enduring

CH4.02

describe the efforts of individuals and groups who facilitated the advancement of individual and collective human rights (e.g., Locke, Rousseau, Kropotkin, Gandhi, Martin Luther King Jr., Nelson Mandela, Rigoberta Menchú; suffragists, Amnesty International);

Important

SE4.03

demonstrate an understanding of the efforts and achievements of individuals and groups who have worked for the advancement of women’s status (e.g., Mary Wollstonecraft, Florence Nightingale, Nellie McClung, Eleanor Roosevelt, Simone de Beauvoir, Golda Meir, Indira Gandhi; first- and second-wave feminist organizations).

Important

HI3.01

communicate effectively, using a variety of styles and forms (e.g., essays, debates, role playing, group presentations)

Important

HI2.04

draw conclusions based on effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;

Enduring

2.3

225 Min

A Trip Around the World: Examing the Political and Social Scene of the Time Period. Students will delve into the outcomes of conflict throughout the 18th Century - including the Seven Years' War, The American Revolution, and the slave trade - through the use of various multi-media outlets. With this information, they will be asked to produce a video montage discussing the impact of these events.

COV.03

evaluate the key factors that have led to conflict and war or to cooperation and peace;

Enduring

CO3.01

demonstrate an understanding of the key factors that have led to conflict and war (e.g., demographic pressures, as seen in the Bantu, Chinese, Indian, and European migrations and related conflicts; personal, religious, cultural, and racial issues, as seen in the Napoleonic Wars, the Russian pogroms, the American Civil War, the Mahdist insurrections, World War II, and genocides, including the Holocaust; national and imperial rivalries, as seen in the Seven Years’ War, World War I, and the Cold War);

Important










CHV.04

demonstrate an understanding of the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century;

Enduring

CH4.03

demonstrate an understanding of key factors that have slowed or blocked the advancement of human rights (e.g., poverty, religious intolerance, racial bias, imperial exploitation, authoritarian governments);

Important

HIV.02

critically analyse historical evidence, events, and interpretations;

Enduring

HI2.03

identify and describe relationships and connections in the data studied (e.g., chronological ties, cause and effect, similarities and differences);

Important

2.4

300 Min

1789-1793: The Beginning of Change?
Students will become a part of the Estates General in a collaborative setting, analyze visuals and historical perspectives on and form their own opinion of various events during this period. Students will develop an understanding for how the first phase of the French Revolution helped to build the Modern Age.

COV.03

evaluate the key factors that have led to conflict and war or to cooperation and peace.

Enduring

CO3.01

demonstrate an understanding of the key factors that have led to conflict and war.

Important

CCV.01

demonstrate an understanding of how the historical concept of change is used to analyze developments in the West and throughout the world since the sixteenth century.

Enduring

CCI.02

identify forces that have facilitated the process of change and those that have tended to impede it.

Important

HIV.02

critically analyze historical evidence, events, and interpretations;


Enduring

H12.04

draw conclusions based on effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;


Important

2.5

225 Min

King to Conqueror: Was the Reign of Terror a necessary step between the Monarchy and Napoleonic Era?
The students will look at the social, political, and cultural aspects of life between 1793 and 1803. Using a variety of sources (primary and otherwise) and media types they will analyze and debate about the substantial changes that occurred during this period.

COV.03

evaluate the key factors that have led to conflict and war or to cooperation and peace.

Enduring

CO3.01

demonstrate an understanding of the key factors that have led to conflict and war

Important

CO3.02

demonstrate an understanding of the consequences of war

Familiar

CCV.01

demonstrate an understanding of how the historical concept of change is used to analyse developments in the West and throughout the world since the sixteenth century;

Enduring

CC1.02

identify forces that have facilitated the process of change and those that have tended to impede it

Important

CC1.03

assess the influence of key individuals and groups who helped shape Western attitudes to change

Important

CHV.04

demonstrate an understanding of the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century.

Enduring

CH4.02

describe the efforts of individuals and groups who facilitated the advancement of individual and collective human rights

Familiar

CH4.03

demonstrate an understanding of key factors that have slowed or blocked the advancement of human rights

Important

HIV.02

critically analyse historical evidence, events, and interpretations;

Enduring

HI2.03

identify and describe relationships and connections in the data studied

Important

HIV.03

communicate opinions and ideas based on effective research clearly and concisely;

Enduring

HI3.01

communicate effectively, using a variety of styles and forms

Important

2.6

225 Min

Napoleon: Traitor or Heir of the Revolution?
Students, through creative controversy, will be introduced to primary sources regarding Napoleon’s legacy. They will form critical opinions, and debate them, in response to the activity title question by taking on character roles of individuals from the time period in question. In the end, students will be asked to articulate their personal opinion regarding Napoleon's legacy.

COV.03

evaluate the key factors that have led to conflict and war or to cooperation and peace;

Enduring

CCV.01

demonstrate an understanding of how the historical concept of change is used to analyze developments in the West and throughout the world since the sixteenth century;

Enduring

HIV.02

critically analyze historical evidence, events, and interpretations;

Enduring

HIV.03

communicate opinions and ideas based on effective research clearly and concisely;

Enduring

CO3.01

demonstrate an understanding of the key factors that have led to conflict and war;

Familiar

CO3.02

demonstrate an understanding of the consequences of war;

Important

HI2.04

draw conclusions based on effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;

Important

H13.01

communicate effectively, using a variety of styles and forms;

Enduring

2.7

225 Min

Culminating Activity: Teacher Resource
This activity will review article writing with students, as well as provide them with class time to complete their culminating assignment. The third period will consist of student group presentations.

COV.03

evaluate the key factors that have led to conflict and war or to cooperation and peace.

Enduring

CCV.01

demonstrate an understanding of how the historical concept of change is used to analyze developments in the West and throughout the world since the sixteenth century;

Enduring

CHV.04

demonstrate an understanding of the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century.

Enduring

SEV.04

demonstrate an understanding of key aspects of women’s economic, social, and political lives in Western and non-Western societies since the sixteenth century.

Enduring

HIV.02

critically analyze historical evidence, events, and interpretations;

Enduring

HIV.03

communicate opinions and ideas based on effective research clearly and concisely;

Enduring
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