Knowledge/Skill Building

🧠 Empathy Map Studio

Critical Thinking & Problem Solving Self Directed Learning Content Expertise Effective Communication Collaboration Academic Mindset Research Evidence and Point of View K-5.2 Historical Interpretation K-5.3 Assessment Reflection Core Content Community Partners Essential Question Submission Required

Students transfer interview notes into a structured empathy map (Says, Thinks, Feels, Does) using chart paper or a digital template. They highlight patterns across users and identify any assumptions that were challenged by real evidence. A short mini-lesson models how to use direct quotes rather than summaries.

Plan day

Day 2

Duration

45 min

Grouping

Individual

Steps

6 steps

Lesson plan

6 steps · 45 min

#	What teachers do
1	Launch the studio by revisiting the essential question and naming the goal: to understand how people experienced revolutionary change through evidence, not guesses. Model one quick example of an empathy map using a short quote from a primary source or Chains, and define empathy map, direct quote, and assumption in student-friendly language. (7 min)
2	Teach a mini-lesson on quotes versus summaries. Show two sample notes from an interview or source, ask students which one preserves the speaker's exact meaning, and model how to place evidence into Says, Thinks, Feels, and Does while labeling whether it came from an interview, a primary source, a secondary source, or Chains. (8 min)
3	Have pairs or trios sort their notes, excerpts, and observations onto sticky notes before building the map. Students choose one perspective set to focus on first, such as a colonist affected by British taxes, Isabel from Chains, or a participant in a modern revolution, and they identify at least one place detail that shaped that person's experience. (8 min)
4	Students build their empathy maps on chart paper or a digital template by placing evidence into the four categories and adding direct quotes whenever possible. They mark any note they are unsure about with a question mark and write 1-2 follow-up questions about the person's point of view, motives, or reaction to revolutionary events. (12 min)
5	Guide teams to study their completed maps and highlight patterns across evidence. Students discuss which assumptions were confirmed, which were challenged, and how causes and effects of revolution appear in the map, then add a brief pattern statement and one comparison to another perspective from the American Revolution, Chains, or a modern movement. (6 min)
6	Close with a fast gallery walk and reflection share-out. Each team leaves one sticky note naming a strong quote they used and one new understanding about how revolutions reshape societies, and the class saves maps as evidence for later debates, podcasts, opinion writing, and art planning. (4 min)

Preparation (8 items)

Prepare one empathy map template per team on chart paper or in a digital tool with clearly labeled sections: Says, Thinks, Feels, Does.
Select and print or post short, readable evidence sets from prior interviews, primary sources, analyzed secondary sources, and Chains excerpts connected to revolutionary perspectives.
Choose one brief model source excerpt and create a teacher example showing the difference between a summary and a direct quote.
Prepare color-coded sticky notes or digital tags so students can label evidence sources such as interview, primary source, secondary source, and Chains.
Post sentence starters for discussion and writing, such as "A direct quote that shows this is...," "This person may have felt..., because...," and "One assumption we changed was...."
Pre-sort materials by reading level and provide chunked excerpts, audio support, or partner reading options for students who need scaffolded access to text.
Set up a visible anchor chart with brief definitions of empathy map, assumption, evidence, primary source, and secondary source.
Prepare a reflection prompt or exit sticky note asking students what assumption changed after looking at real evidence.

Student-facing instructions

You will work with a partner or small team to turn your interview notes and source evidence into an empathy map. Use your notes from class, short excerpts from primary and secondary sources, and details from Chains to decide what your person says, thinks, feels, and does during a revolutionary moment. Your materials are chart paper or a digital template, sticky notes or text boxes, your notes, and source excerpts. Your goal is to use real evidence and direct quotes when possible, show how place and events shaped that person's experience, and notice any assumptions your team needs to revise. Before you finish, you will add at least one follow-up question and one pattern statement about what your evidence reveals.

Success criteria

Your team has completed an empathy map with all four sections filled in. The map includes at least 6 evidence notes total, including at least 2 direct quotes, and each note is labeled by source type such as interview, primary source, secondary source, or Chains. The map includes at least 1 place-based detail, at least 1 cause or effect of a revolutionary event, and at least 1 follow-up question about point of view. Your team has written a short pattern statement and named at least 1 assumption that was confirmed or challenged by evidence. You can explain how your map helps answer the question of how revolutions reshape societies and influence future generations.

Facilitator notes

Keep the pace brisk so most of the time goes to student sorting, discussion, and map-making rather than whole-group talk. Emphasize that students should not invent feelings or thoughts without evidence; if they infer, they should say what evidence supports the inference. Common pitfall: students place paraphrases in the Says box; redirect them to use exact words for Says and place careful interpretations in Thinks or Feels. Support varying reading levels by offering shorter excerpts, read-aloud options, visuals, and mixed-ability partnerships. For students who need more structure, provide partially completed maps or a narrowed set of sources. For students ready for extension, invite them to compare two perspectives on the same event or connect an American Revolution perspective to a modern revolution. Encourage respectful discussion of multiple viewpoints, especially when students work with conflict-heavy topics. Save all maps or photograph them for use in later opinion writing, debates, podcasts, reflection pieces, and planning for the Legacy of Change Art Festival.

Resources

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