Goals & Objectives:
Goals:
1. Students will be able to trace the events of the French Revolution2. Students will become aware of the effects of income and social inequality on a society Objectives: Students will show their understanding of the French Revolution as it pertains to the enlightenment period by relating enlightenment views to the actions taken by French revolutionaries.
Students will compare the rights and privileges of the three Estates of France’s old regime.
1. Students will be able to trace the events of the French Revolution2. Students will become aware of the effects of income and social inequality on a society Objectives: Students will show their understanding of the French Revolution as it pertains to the enlightenment period by relating enlightenment views to the actions taken by French revolutionaries.
Students will compare the rights and privileges of the three Estates of France’s old regime.
California State Content Standards
10.2.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
Common Core Literacy Standards
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Driving Historical Question
What were the driving factors that lead to the French Revolution? How would you change an unjust government?
Lesson Introduction
Ask the students what they remember about the beginnings of the American and English revolutions and write it down on a half sheet of paper without putting their name on it. The teacher will then ask the students to exchange their papers with someone close to them so that no one has their own paper. The teacher will then call on students to see what was written down. The papers will then be collected for later assessment by the teacher. The teacher then lets the students in on the reasoning for asking them to recall the previous information by stating that they will be studying another revolution and this time it will be in France.
Vocabulary
Vocabulary and content specific terms will be used and defined throughout the lecture and are in bold within the PowerPoint.
Content Delivery
The lecture will be accompanied by a PowerPoint presentation. Within the PowerPoint will be vocabulary words, relevant pictures, and critical thinking questions at the beginning and end of the lecture. Students will be expected to take notes as well as work in tandem to answer questions posed to them in a few quick discussions that will help them understand the overall theme of the lesson and apply the theme to modern society.
French Revolution PP
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Student Engagement
Critical thinking questions will be asked at the beginning and end of the lecture. Students will be given time to think about a political cartoon at the beginning of the lecture and discuss it with a classmate at the end of the lecture. Students will also have a think, write, pair, share question posed to them at the end of the lecture which will be collected at the end of the lecture for formative assessment
Lesson Closure
The end of the lecture will conclude with a homework assignment being given and a closing statement by the teacher to remind the students of what was just discussed. The closure will vary according to the answers given at the end of the lecture; through a quick formative assessment the teacher will determine what needs to be stressed or focused on more in the ending statement.
Assessments
The teacher will assess the students throughout the lecture as they answer critical thinking questions. There will be a homework assignment that will be graded for points where the students are to write a short summary on the social structure/hierarchy of the Old Regime.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Guided notes will be provided for all students but will come in handy for EL students and striving readers. Definitions for vocabulary are all within the book so if they miss them during the lecture they can go look them up within the chapter. The opportunity to talk (and possibly stand up) when discussing answers within the lecture will give students with ADHD a chance to talk and stretch their legs as opposed to being restricted to their desk the entire period.
Resources
Guided notes, textbook, homework writing prompt