Students will complete the existing Day 1 launch activity; no additional activities are added because it uses the phase’s full 45-minute budget.

Students will use concise, teacher-ready readings and organizers to compare founding ideals, examine the Revolution’s influence on France, evaluate the Articles and Constitution, and revise an individual historical inquiry plan during Days 5–6.

Students will collect and organize geographic, political, economic, and cultural evidence through three low-preparation packet lessons on days 7, 11, and 12. They will produce an annotated schematic map, chronological timeline, speech-policy chart, capitalism cause-and-effect notes, cultural evidence panel, peer-feedback records, and learning log for their individual historical investigation notebooks.

Students will interpret political, geographic, economic, and cultural patterns in their existing evidence, then create and revise individual evidence boards, speech cards, and artifact-style visual panels. Only Days 13, 17, and 18 are used; all readings, content cards, organizer structures, and feedback tools are included within the activities.

Students will use three low-preparation class meetings on days 19, 23, and 24 to audit, rehearse, revise, and submit their individual historical interpretation portfolios for the From Revolution to Rails showcase.

Students will refine, present, and submit individual evidence-based interpretations during the “From Revolution to Rails” showcase, respond to questions from families and local historical society partners, use peer and audience feedback to make a final revision, and reflect on how their historical thinking changed.