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Project Scope

Name: Revolutionary Minds Society: How did Science cause a Revolution?

Description: This 10th grade unit engages students in developing an evidence-based argument in response to a compelling question about the impact of the Scientific Revolution. Students will explore how key ideas and innovations from this period transformed understandings of the natural world, society, and the individual’s place within both. Using the Inquiry Design Model (IDM) and the C3 Framework, students will investigate historical and contemporary sources, evaluate their credibility, and synthesize evidence to support their claims.

Background

This project was developed in response to observed knowledge gaps in students’ understanding of how revolutionary ideas in science have historically shaped, and continue to influence, the way we view ourselves and the world. Many students struggle to connect scientific concepts with broader historical, cultural, and philosophical developments. In particular, there is often a lack of awareness about the conflicts and synergies between science and belief systems, the evolution of the scientific method, and the societal impacts of key scientific innovations.

The intended audience for this project is 10th-grade high school students enrolled in a world history or interdisciplinary humanities course. The curriculum is designed for a asynchronous  learning environment and supports diverse learning styles through multimodal instruction, scaffolded inquiry, and active engagement with primary and secondary sources.

The learning goals for the unit are to:

• Develop students’ ability to analyze and evaluate historical sources for credibility and perspective.

• Deepen understanding of the Scientific Revolution and its major figures, ideas, and technologies.

• Explore the ways scientific advancements influence worldviews and intersect with cultural and religious beliefs.

• Cultivate critical thinking and evidence-based argumentation skills.

The main assessment for the unit is a performance task in which students act as apprentice scholars in a fictional “Revolutionary Minds Society.” They are tasked with evaluating the legacy of a historical innovation or idea by constructing a compelling, evidence-based argument in response to the question: How did Science cause a Revolution? This summative assessment will be supported by formative tasks throughout the unit, including source analyses, discussion forums, and interactive media exploration.

Design Approach

Format: This course is intended for a self-paced asynchronous learning environment. It will provide students with the flexibility to engage with content, complete assignments, and demonstrate learning on their own schedule, supported by interactive multimedia and structured guidance.

Explanation of Format Choice: A self-paced asynchronous format empowers students to take ownership of their learning by progressing through content at a pace that suits their individual needs, learning styles, and schedules. This approach supports differentiated instruction and allows learners to revisit material, deepen understanding, and reflect on their learning in a low-pressure environment.

Flow/Sequence of Lesson/Module/Course/Program: This unit is organized into four sequential modules aligned with the dimensions of the C3 Framework. Each module guides students through the inquiry process, fostering the development of critical thinking and analytical skills. The unit culminates in a final project, in which students construct and present an evidence-based claim.

Technologies/Approaches: Canvas LMS and a range of multimedia resources will be used to deliver content and facilitate engagement. Each module will include formative assessments to monitor student progress and provide automated and instructor-reviewed feedback. Interactive elements such as discussion boards, embedded videos, and self-check quizzes will help reinforce learning and build community asynchronously.

Acquisition of Learner Needs/Interest Information: At the beginning of the unit, students will complete a profile survey to share their interests, learning preferences, and prior knowledge. This data will inform personalized learning paths and recommendations within the course. Opportunities for student feedback will be embedded throughout the unit to ensure continuous improvement and responsiveness to learner needs.

Team: The development and implementation team will include members of the history department, school administration, learning and technology specialists, and classroom support staff. Each team member will contribute to ensuring the course is pedagogically sound, technologically effective, and aligned with school standards, values, and student needs.

Implementation

Context (where, when, how): All instruction will take place asynchronously through an online platform. Students will engage independently with course content, complete assignments, participate in discussions, and receive feedback through the learning management system. The course is designed for flexible access, allowing students to engage at times and locations that best suit their individual schedules. Optional virtual office hours and discussion forums will support peer collaboration and instructor interaction.

Approval/Organizational Buy-In: This model has received approval from both school administrators and the chair of the history department. Their support ensures that the unit aligns with school goals and departmental standards, increasing the likelihood of successful implementation and sustained use.

Time/Budget Constraints: The history department must work within district and department budget constraints to develop and launch the unit by the start of the next school year. The asynchronous format is both cost-effective and scalable, making it well-suited for the department’s timeline and resources.

Resources Needed/Available: Canvas and a range of approved learning platforms and tools—such as multimedia content creation tools, discussion boards, and self-assessment systems—have been provided by the school district to support the delivery of asynchronous instruction.

Relevant Organizational Considerations: To meet project expectations, the history department will address the following:

• What are the diverse learning needs of our students, and how can we design self-paced learning paths to support them?

• What formative and summative assessments will effectively monitor student progress and comprehension?

• How will we ensure instruction is clear, consistent, and accessible across an asynchronous environment?

• How will we deliver timely and personalized feedback?

Technical Support Expectations/Plan: Students will have access to a 24-hour technical support hotline for assistance with platform-related issues. Additionally, a designated technology specialist will provide support for school-managed devices and systems. The teacher’s contact information will be readily available for students seeking clarification on content, assignments, or expectations. Clear communication channels and support documentation will be embedded throughout the course.