Goals & Objectives:
Goal: Students will be able to trace the events of the French Revolution.
Objective: Students will show their knowledge of the change brought about by the National Assembly during the French Revolution by reading the chapter and creating a concept map.
Objective: Students will show their knowledge of the change brought about by the National Assembly during the French Revolution by reading the chapter and creating a concept map.
California State Content Standards
10.2.4 Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text
CCSS.ELA-Literacy.WHST.9-10.2.a
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text
CCSS.ELA-Literacy.WHST.9-10.2.a
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension
Driving Historical Question
What changes do revolutions bring?
Lesson Introduction
The teacher will ask the students to remember the prior lesson “The Beginning of the French Revolution” remind them what point we are in the time period. I will also remind the students that this was just the beginning of the revolution and that the National Assembly, now under control, would bring about change to France, some good and some bad. Explain that the students will be reading the next part of the chapter and looking for key changes that were brought about after the National Assembly took control and organizing those key changes in a concept map.
Vocabulary
Vocab list: Rights of Man, Legislative Assembly, guillotine, Maximilien Robespierre, Reign of Terror.
These vocabulary words will need to be used within the three subcategories of the concept map. Students will be informed how vocabulary words are labeled within the text and that they should be incorporated into the concept map.
These vocabulary words will need to be used within the three subcategories of the concept map. Students will be informed how vocabulary words are labeled within the text and that they should be incorporated into the concept map.
Content Delivery
I will pre-read the chapter section with the students, pointing out the best areas to find the information needed to complete the assignment, paying attention to headings, bold vocabulary words, and key characters. I will show them an example of a concept map and how to create one so that they can make notes or create as they go. Students will then read the chapter individually while taking note of key words, bold lettering, and transitional wording.
Student Engagement
Students will read the assigned chapter section and create a concept map as they go, or write notes so that they can create the concept map with three sub categories and three examples within those subcategories after their reading. Students will be encouraged to think about what changes were actually brought about by the revolution and how it changed the dynamic of French society of the time. They will complete a graphic organizer in the form of a concept map.
Student Example
Make your own mind maps with Mindomo.
Lesson Closure
Ask the students to share some key changes, events, or figures that they found while reading. Expand upon some of ideas that they came up with while reading and make finishing the concept map the homework assignment.
Assessments
Formative (progress monitoring): The teacher will go around the class while the students are reading, checking with them to see if they understand what is in the chapter and to see if they have any questions.
Summative: Concept map with the three assigned categories, and at least three examples (2-3- sentences) in each of said categories.
Summative: Concept map with the three assigned categories, and at least three examples (2-3- sentences) in each of said categories.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English learners and Striving Readers would have the option to make a flow chart of events instead of a concept map; this would make it easier to identify cause and effect relationships between events and make the information more structured and linear.
Resources
Textbook, construction paper, markers, mindomo.com.