Example 8: Teacher task—investigations

The Revolutionary Times

Individuals and Societies Investigation
Issue # 2

Statement of Inquiry: Revolutions are turning points in human history when conditions cause
people to rise up and seek a fundamental change in society.

REVOLUTIONS INVESTIGATION FOCUS AREAS

The Glorious (English) Revolution (1688)
The American Revolution (1775-1783)  Leadership or government issues
The Haitian Revolution (1791-1794)
The French Revolution of 1830 or 1848  Social inequalities
The Meiji Restoration (1866 - 1912)
The Russian (Bolshevik) Revolution (1917)  Economic problems
The Mexican Revolution (1910)
 Philosophical influences / new ideas
The Chinese Republican (Xinhai) Revolution (1911)
The Thai Revolution (1932)
The Chinese (Communist) Revolution (1949) * These four applied to our study of the French
The Cuban Revolution (1953-1959) Revolution of 1789; your chosen revolution may have
The Cambodian Revolution (1975-1979) other investigation focus areas.
The Iranian Revolution (1979)
The Tunisian Revolution (2011)
The Egyptian Revolution (2011-present)

Instructions
• Choose one of the revolutions above
• Formulate a research question related to the revolution and our statement of inquiry
• Create an action plan for your investigation
• Investigate your research question, keeping all research in your research journal
• Present your findings in newspaper format, which must include:

• Articles responding to your research question

• A manifesto outlining revolutionary beliefs
• A piece of propaganda

All aspects listed above must be written as if you were publishing this
newspaper at the time of the revolution. They should present the causes
from the point of view of the revolutionaries, and written in first person
perspective.

• Your newspaper should be about 4 – 6 pages, not including your bibliography.

Individuals and societies teacher support material 1

 Example 8: Teacher task—investigations

Important dates to know:

➔ –Week 1 Research question, action plan due
➔ –Week 3 Submit research journal
➔ – mid Week 4 Newspaper due (final deadline)
➔ – end of Week 4 Peer/self-evaluation, unit reflection

How you'll be graded

A2 → Showing your understanding of the causes of revolution and the

concept of change.
B → Investigating a revolution by formulating a research plan and collecting relevant information.
C1-3 → Communicating your ideas clearly in a proper newspaper format, with a proper bibliography.
D1 → Thinking critically about the conditions that cause political revolution.

Criterion A: Knowing and understanding

The student: Through your articles and manifesto, you provide minimal
descriptions of the causes of the revolution and the concept
1-2 ii: demonstrates basic knowledge and understanding of change.
of content and concepts with minimal descriptions
and/or examples.

The student: Through your articles and manifesto, you provide

satisfactory descriptions and explanations of the causes of
ii: demonstrates adequate knowledge and the revolution and the concept of change.
understanding of content and concepts
3-4 through satisfactory descriptions, explanations and
examples.

The student: Through your articles and manifesto, you provide accurate
descriptions and explanations of the causes of the revolution
ii:demonstrates substantial knowledge and and the concept of change
5-6 understanding of content and concepts
through accurate descriptions, explanations and
examples.

The student: Through your articles and manifesto, you provide thorough
and accurate descriptions and explanations of the causes of
ii: demonstrates excellent knowledge and the revolution and the concept of change.
understanding of content and concepts
7-8 through thorough, accurate descriptions,
explanations and examples.

Criterion B: Investigating

The student:
• Question description is too simple, irrelevant or
i: formulates a research question that is unclear.
clear or focused and describes its relevance • Plan is superficial, unclear or too simple. Missing
ii: formulates a limited action plan to investigate a aspects of the investigation.
research question or does not follow a plan • Limited information found from limited sources
iii: collects and records limited information, not always (some
1-2 consistent with the research question • information is off-topic).
iv: makes a limited evaluation of the process and
results of the investigation.

Individuals and societies teacher support material 2


The student:
i: formulates a research question that
is clear and focused and describes its relevance in
detail
ii: formulates and somewhat follows a partial action
3-4 plan to investigate a research question
iii: uses a research method(s) to collect and
record mostly relevant information.
The student:
i: formulates a clear and focused research question
and explains its relevance
ii: formulates and follows a substantial action plan to
investigate a research question
5-6
iii: uses research method(s) to collect and
record appropriate, relevant information
iv: evaluates the process and results of the
investigation.
The student:
i: formulates a clear and focused research
question, thoroughly justifying its relevance with
7-8 appropriate evidence
ii: formulates and effectively follows
a comprehensive action plan to investigate a research
question
iii: uses research methods to collect and
record appropriate, varied and relevant information
iv: thoroughly evaluates the investigation process and
results.
Criterion C: Communicating
The student:
i: communicates information and ideas in a limited way,
using a style that is limited in its appropriateness to the
audience and purpose
1-2 ii: structures information and ideas according to the
specified format in a limited way
iii: documents sources of information in a limited way.
The student:
i: communicates information and ideas satisfactorily by
using a style that is somewhat appropriate to the
audience and purpose
3-4
ii: structures information and ideas in a way that
is somewhat appropriate to the specified format
iii: sometimes documents sources of information using
a recognized convention.
Individuals and societies teacher support material 3
Example 8: Teacher task—investigations
• Question is relevant but easily answered /too basic.
Its relevance is described.
• Plan is somewhat followed. Starts to outline what
needs to be done at each step but needs more detail.
• Some information found from just one type of source.
Recording method is somewhat clear.
• Answers most parts of the research question with
some evidence, examples and detail.
Question is clear, but could be more focused. Its relevance
Is explained.
Plan is well-structured and clear, includes all steps
investigation.
Appropriate relevant information found from more than
one type of source. Recording method is clear.
Clear and concise research question that is focused and
thoroughly justified
Plan is well-structured and clear, includes all steps of
investigation in detail, that are effectively followed
Appropriate and varied information found from a variety
of types of sources. Recording method is clear.
• Your ideas are organized and expressed in a
limited way
• Your newspaper articles, propaganda, and
manifesto follow the formats or are written from
the revolutionaries' perspective in a limited way
• You document your sources in a bibliography in
a limited way.
 Your ideas are somewhat organized and
expressed in a way that is easy to understand.
 Your newspaper articles, propaganda, and
manifesto somewhat follow the proper formats,
and are sometimes written from the
revolutionaries' perspective
 You sometimes document your sources
correctly in a bibliography.