Grade Level Focus: Change

Statement of Inquiry: Societies can adopt, adapt or resist significant ideas
Global Context: Personal and Cultural Expression
Concepts: Change, Power, Innovation


Using Design Thinking to research one of the Revolutions listed below:

French Revolution 1789

Russian Revolution November 1917

Chinese Revolution  1949

Scientific Revolution 17th Century

Industrial Revolution Great Britain 18th / 19th Century

Italian Renaissance 16th Century

Mexican Revolution 1910

Cuban Revolution 1959

Iranian Revolution 1979

The Design Cycle

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Step 1: Discovery

In this first step you will make discoveries about each of the revolutions. This will allow you to select those which you would be interested in researching further in order to write your proposal….

1. In groups of three, discover information relating to the causes and outcomes of revolutions using the
resources ON THIS PAGE.

For each resource you must:

a. Note down 3-5 key facts from each resource – each fact on a separate sticky. These will form your ‘discoveries’.

b. Attach your discoveries to your group’s discovery board (pin board!). These should be factually accurate information
which address the who/where/what/when and why for each of the events. Be sure to record the sources you used on
each sticky.

c. Your group will then send a proposal email to your teacher in which you must choose three of the revolutions which you would like to research (1st, 2nd and 3rd choice). In the email you should say;

  • what your top three revolutions would be
  • which significant individual you would research in each of the three revolutions
  • what the significant idea was behind each of the revolutions
  •  why you think they would be a good choice for your group.

Remember, this is your sales pitch – you must convince your teacher that you
are the best group to research this revolution. It will not be enough to say it is interesting and an easy one for your

You have two lessons for this process, and your teacher will allocate the Revolutions to groups at the beginning of the third lesson.

When you have been assigned a revolution you will go back to the research to try and discover deeper and more complex information….

Step 2: More discoveries (digging deeper)

1. Take down the sticky note discoveries for all the other revolutions, leaving the ones that relate to the revolution
you have been assigned. (You may ‘donate’ your other stickies to the groups assigned to those revolutions!)
2. You task is to now add more information to your discovery board – you are looking for more details, more facts, deeper
ideas ( the more complex What and Why).
You should do this by:

a) Revisiting and reviewing all the relevant sources from the previous lessons looking for more details.
b) 1 group member should go to the library to borrow 2 books (no more!) and you should start looking through these for more sticky note discoveries.
c) You should use EBSCO Host on the library website to look for 3 further electronic resources and go through them again building up more information on their sticky notes.

3. When this is complete rearrange all your sticky notes into groups of common areas/themes/ideas. This will help you start to look for big ideas within the revolution.

4. As a group, generate a minimum of twenty questions that you feel still need answering.
Sort questions into Googleable & Non-Googleable. Googleable questions – A simple factual answer that can be found
easily via a search on Google. Non-Googleable questions – More complex questions that cannot be answered easily.
They require discussion or more detailed research.

5. Divide Googleable questions amongst yourselves and conduct research into them for homework, sharing your answers
in your group.
The Non-Googleable questions are answered through collaboration within the group (eg through discussion or more
detailed research) in class with teacher support.

NEXT STEP: Define the problem