Goals & Objectives
Goal:
Students will research, read, analyze, and collect information on the French Revolution in order to inform their writing.
Objective:
Students will create a foldable outlining and describing at least 5 major events of the French Revolution from 1789-1815, using textual information, images, and writing.
Students will research, read, analyze, and collect information on the French Revolution in order to inform their writing.
Objective:
Students will create a foldable outlining and describing at least 5 major events of the French Revolution from 1789-1815, using textual information, images, and writing.
California State Content Standard/
Common Core Standard
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French
Revolution and their enduring effects worldwide on the political expectations for self-government and
individual liberty.
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.
10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation
under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered
in reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational patterns, arguments,
and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and
tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and
progression through the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused and coherent
presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures,
tone, and vocabulary tailored to the audience and purpose.
Revolution and their enduring effects worldwide on the political expectations for self-government and
individual liberty.
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.
10.2.5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation
under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
ENGLISH/LANGUAGE ARTS STANDARDS GRADE 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered
in reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational patterns, arguments,
and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect
and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and
tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and
progression through the stages of the writing process.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused and coherent
presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures,
tone, and vocabulary tailored to the audience and purpose.
Lesson Introduction (Hook)
Students walk into the computer lad and are instructed to face the screen projector that is connected to the teacher's computer. Before playing the video, the teacher instructs students to pay attention to details and the lyrics of the song. They are to closely pay attention to the events, people, and ideas of the French Revolution and pick THREE that have most stood out to them. After the video is complete, the teacher instructs students to pick an elbow buddy to discuss their ideas, and share their thoughts for one minute (30 seconds each student). The teacher will monitor student pair discussions and assess student participation in the anticipatory set, looking for student understanding of major content concepts.
Vocabulary (Content Language Development)
The teacher will model correct and fluent English pronunciation throughout the lesson. Content area vocabulary as well as high utility words are important for content area proficiency. Students have a French Revolution Resource Packet from a preceding lesson that highlights key terms and explains events, people, groups, ideas, etc. in simpler terms and in relation to other topics within the French Revolution, that they have had an opportunity to read, annotate, and discuss. Students will also be able to receive help from the teacher when they struggle to understand a word or phrase, in order to aid their comprehension and its relation to the content. Academic vocabulary development will be furthered from reading supplementary material (primary and secondary sources), their textbook, and internet sources.
Old Regime Third Estate
Congress of Vienna Bourgeoisie
Declaration of the Rights of Man Jacobins
Directory Sans-culottes
Estates-General coup d' etat
Great Fear Napoleonic Code
Legislative Assembly oath
Napoleonic Empire committee
National Assembly Bastille
National Convention slogan
Reign of Terror guillotine
émigré constitutional monarchy
habeas corpus
Old Regime Third Estate
Congress of Vienna Bourgeoisie
Declaration of the Rights of Man Jacobins
Directory Sans-culottes
Estates-General coup d' etat
Great Fear Napoleonic Code
Legislative Assembly oath
Napoleonic Empire committee
National Assembly Bastille
National Convention slogan
Reign of Terror guillotine
émigré constitutional monarchy
habeas corpus
Content Delivery (Method of Instruction)
Day One:
The teacher presents students with the Web Quest activity for the French Revolution, explaining the purpose of gathering information in order to help them on their upcoming project. They explain the directions of the Web Quest activity that must be completed by the end of the period. They then briefly review the questions as students follow along, especially the last three, and asks students if they need answers to any questions. The teacher then directs students to form in pairs or in groups of no more than three in order to complete the assignment in a timely manner. Teacher will monitor the computer lab, reviewing student progress and ability to use the supplied website internet sources and others the students prefer to use, in order to complete the activity. Teacher also assesses student engagement and collaboration in completing the assignment, while providing feedback and support.
At the end of the period, the teacher asks students to hold on to their handout until the next class meeting. Teacher gives students who did not complete the activity the opportunity to complete it as homework.
Day Two:
The teacher reviews with the students what they should have done the previous class meeting. They ask students if they struggled with any questions or have any questions of their own that they need to be clarified. The teacher explains to the students the purpose of the Web Quest and the reason they were looking for reliable sources other than their textbook or supplementary material to help them answer historical questions.
Teacher presents students with the Project: French Revolution Foldable. With the students following along, the teacher reads the directions and explains the importance of doing well on this project. Students are selected to read the requirements and more directions aloud for the class. The teacher interjects and further explains expectations for the project. The teacher highlights all the accessible resources students can use to complete their foldable project-their textbook, Resource Packet, and websites along with their Web Quest findings. The teacher will then show students a sample of the book layered foldable they will be creating and demonstrate all the needs to be included in order to receive full credit. The teacher models how to create the book layered foldable using 4 sheets of blank paper and provides students with support as they create their own.
Teacher informs students that they will have the class period to work on their project using the computers in the computer lab, but will be expected to work on their projects as homework for the next two nights. They will also have the opportunity to work on their projects during class in between activities during the next two days before turning them in for credit, but will no longer have access to the computer lab as a class if they need internet access. They will have access to colored pencils, markers, scissors, and clue if needed.
Teacher then instructs students to begin their project in class. First, they have the option of looking up graphics or images used to reinforce the textual information of their summary of the major events they choose. Their second option is to begin typing their summaries they can print out, cut, and paste into the foldable. The teacher reminds students to use all their available resources: the French Revolution Web Quest, supplied websites, their Resource Packet, and textbook in order to help them accurately develop their summaries for each major event they choose.
Teacher walks around monitoring student work and progress, noting if they are on task or offering support if they are struggling.
The teacher presents students with the Web Quest activity for the French Revolution, explaining the purpose of gathering information in order to help them on their upcoming project. They explain the directions of the Web Quest activity that must be completed by the end of the period. They then briefly review the questions as students follow along, especially the last three, and asks students if they need answers to any questions. The teacher then directs students to form in pairs or in groups of no more than three in order to complete the assignment in a timely manner. Teacher will monitor the computer lab, reviewing student progress and ability to use the supplied website internet sources and others the students prefer to use, in order to complete the activity. Teacher also assesses student engagement and collaboration in completing the assignment, while providing feedback and support.
At the end of the period, the teacher asks students to hold on to their handout until the next class meeting. Teacher gives students who did not complete the activity the opportunity to complete it as homework.
Day Two:
The teacher reviews with the students what they should have done the previous class meeting. They ask students if they struggled with any questions or have any questions of their own that they need to be clarified. The teacher explains to the students the purpose of the Web Quest and the reason they were looking for reliable sources other than their textbook or supplementary material to help them answer historical questions.
Teacher presents students with the Project: French Revolution Foldable. With the students following along, the teacher reads the directions and explains the importance of doing well on this project. Students are selected to read the requirements and more directions aloud for the class. The teacher interjects and further explains expectations for the project. The teacher highlights all the accessible resources students can use to complete their foldable project-their textbook, Resource Packet, and websites along with their Web Quest findings. The teacher will then show students a sample of the book layered foldable they will be creating and demonstrate all the needs to be included in order to receive full credit. The teacher models how to create the book layered foldable using 4 sheets of blank paper and provides students with support as they create their own.
Teacher informs students that they will have the class period to work on their project using the computers in the computer lab, but will be expected to work on their projects as homework for the next two nights. They will also have the opportunity to work on their projects during class in between activities during the next two days before turning them in for credit, but will no longer have access to the computer lab as a class if they need internet access. They will have access to colored pencils, markers, scissors, and clue if needed.
Teacher then instructs students to begin their project in class. First, they have the option of looking up graphics or images used to reinforce the textual information of their summary of the major events they choose. Their second option is to begin typing their summaries they can print out, cut, and paste into the foldable. The teacher reminds students to use all their available resources: the French Revolution Web Quest, supplied websites, their Resource Packet, and textbook in order to help them accurately develop their summaries for each major event they choose.
Teacher walks around monitoring student work and progress, noting if they are on task or offering support if they are struggling.
French Revolution Resource Packet Handouts
Student Engagement & Critical Thinking (Student Activities)
Day One:
Students listen to the teacher introduce the Web Quest activity. They follow along the teacher's directions and make notes on their handout of special instruction and ensure that they understand what is being asked of them before beginning. After the teacher's instruction, students form their pairs or groups of three in order to begin and complete the Web Quest activity, conducting background information on the French Revolution, before the class period ends. Students use the supplied internet sources to answer the guiding questions on the Web Quest handout. Some students decide use other reliable websites. Pairs and groups continue to work together, sharing and discussing their answers with one another and writing them down in preparation for their upcoming project. They ask the teacher questions to clarify any misunderstandings or if they are struggling with finding information.
By the end of the class period most pairs and groups finish or are close to finishing the Web Quest activity. Those who did not complete it, will finish it up for homework.
Day Two:
Students come prepared to class with their French Revolution Web Quest guiding questions handout. They ask the teacher to clarify some questions they struggled to understand and answer on their own. Students pay attention and understand the importance of having completed the Web Quest in order to be useful for their project.
Students follow along with their own handout for the foldable project as the teacher reads the directions or their peers read aloud for the class. Students understand the resources that they already have in order to successfully complete the foldable project and inform their writing for the summary portions, as they look at the teacher's sample. Students also pay close attention when the teacher models creating a layered book foldable. They create their own foldable with the 4 sheets of blank paper supplied, in order to complete later on.
Students listen intently when the teacher explains that the project is assigned as homework for the next couple of nights, but they will have the opportunity to work on their project in class in between activities for the next two days before having to turn in their finished product. They plan ahead on what can be accomplished online and offline, noting that the teacher will provide them with colored pencils, markers, scissors, and glue if they need it.
Students use the computers to begin their projects while in the computer lab. They either begin looking for images to include in their foldable or type their summaries up. Students reference their French Revolution Web Quest, the supplied websites, their Resource Packet, and textbook to help inform their writing.
Students work independently and ask their peers or teacher for help if needed.
Students listen to the teacher introduce the Web Quest activity. They follow along the teacher's directions and make notes on their handout of special instruction and ensure that they understand what is being asked of them before beginning. After the teacher's instruction, students form their pairs or groups of three in order to begin and complete the Web Quest activity, conducting background information on the French Revolution, before the class period ends. Students use the supplied internet sources to answer the guiding questions on the Web Quest handout. Some students decide use other reliable websites. Pairs and groups continue to work together, sharing and discussing their answers with one another and writing them down in preparation for their upcoming project. They ask the teacher questions to clarify any misunderstandings or if they are struggling with finding information.
By the end of the class period most pairs and groups finish or are close to finishing the Web Quest activity. Those who did not complete it, will finish it up for homework.
Day Two:
Students come prepared to class with their French Revolution Web Quest guiding questions handout. They ask the teacher to clarify some questions they struggled to understand and answer on their own. Students pay attention and understand the importance of having completed the Web Quest in order to be useful for their project.
Students follow along with their own handout for the foldable project as the teacher reads the directions or their peers read aloud for the class. Students understand the resources that they already have in order to successfully complete the foldable project and inform their writing for the summary portions, as they look at the teacher's sample. Students also pay close attention when the teacher models creating a layered book foldable. They create their own foldable with the 4 sheets of blank paper supplied, in order to complete later on.
Students listen intently when the teacher explains that the project is assigned as homework for the next couple of nights, but they will have the opportunity to work on their project in class in between activities for the next two days before having to turn in their finished product. They plan ahead on what can be accomplished online and offline, noting that the teacher will provide them with colored pencils, markers, scissors, and glue if they need it.
Students use the computers to begin their projects while in the computer lab. They either begin looking for images to include in their foldable or type their summaries up. Students reference their French Revolution Web Quest, the supplied websites, their Resource Packet, and textbook to help inform their writing.
Students work independently and ask their peers or teacher for help if needed.
Demonstrated Learning (Formative & Summative Assessments)
Entry-Level:
During the pair-share, the teacher will be able to assess student participation and collaboration among peers. Listening into pair discussions, the teacher will be able to evaluate concepts students are recognizing and understanding from the unit that were presented in the video and those that they are still struggling with to inform instruction that will offer further support.
Progress Monitoring:
The teacher will monitor student progress in completing the Web Quest guiding questions handout in pairs or groups of three. Looking at the depth, quality, and completion of the written responses, the teacher will be able to assess student understanding of the assignment, content knowledge, research, and collaboration skills.
Progress Monitoring:
While students work independently on their projects, the teacher will be able to assess student's ability to stay on task. They will also evaluate student written responses and work, offering corrective feedback and support if needed.
Summative:
Using the project grading rubric, the teacher will assess student ability to follow directions and create a layered book foldable following the criteria of: Content, Information/Evidence, Presentation, Skills, and reflective responses.
During the pair-share, the teacher will be able to assess student participation and collaboration among peers. Listening into pair discussions, the teacher will be able to evaluate concepts students are recognizing and understanding from the unit that were presented in the video and those that they are still struggling with to inform instruction that will offer further support.
Progress Monitoring:
The teacher will monitor student progress in completing the Web Quest guiding questions handout in pairs or groups of three. Looking at the depth, quality, and completion of the written responses, the teacher will be able to assess student understanding of the assignment, content knowledge, research, and collaboration skills.
Progress Monitoring:
While students work independently on their projects, the teacher will be able to assess student's ability to stay on task. They will also evaluate student written responses and work, offering corrective feedback and support if needed.
Summative:
Using the project grading rubric, the teacher will assess student ability to follow directions and create a layered book foldable following the criteria of: Content, Information/Evidence, Presentation, Skills, and reflective responses.
Lesson Closure
Exit Slip: Paragraph Summary
Students write down the most important fact that they learned through the activity. Students will also be able to explain in their summary what they liked and disliked about the activity (Web Quest) and whether they found it helpful when beginning their layered book foldable project summaries. They will turn them into the teacher before being excused from class and help the teacher make necessary changes to the Web Quest activity to make it a helpful and useful activity for the students in the future.
Students write down the most important fact that they learned through the activity. Students will also be able to explain in their summary what they liked and disliked about the activity (Web Quest) and whether they found it helpful when beginning their layered book foldable project summaries. They will turn them into the teacher before being excused from class and help the teacher make necessary changes to the Web Quest activity to make it a helpful and useful activity for the students in the future.
Accommodations for English Learners & Struggling Readers
English Learners:
Students will be able to practice their English language speaking and listening skills during the Pair-Share. In working with a partner or small group, they will also be able to work in a cooperative group and receive support when completing the Web Quest. They will also be able to ask for support from their peers or the teacher to clarify or explain difficult concepts, by providing them with examples or a simpler description. Students have a variety of sources to help them better understand the content. Including a visual component to the project, students will be able to better associate or make sense of the major events to their prior knowledge, allowing them to demonstrate their understanding in an alternative way from a multiple choice and in class essay exam. Noting their writing skill and level, teacher will be able to provide differentiate feedback when grading.
Struggling Readers:
Students will have multiple resources to help them understand content concepts and terms. They are highlighted throughout the supplemental material they have already read, annotated, and discussed as a class. They will also be working in a cooperative learning group, which prevents them from being overwhelmed in completing the Web Quest on their own. The foldable project does not include too much writing, only 3-5 sentences for each summary, a part from the introduction and conclusion paragraphs. Incorporating a visual component to the project allows students to be creative in demonstrating their understanding of the material in an alternative way from oral presentations or written exam.
Special Needs:
Students having difficulty with reading and decoding words which effects their comprehension and writing skills will be given more time to complete the assignment and receive more individual support. Instead of 4-5 sentences for a summary of the event's significance, students will be allowed to write 2-3 well thought out sentences. If necessary, adaptations to the assessment will be made in allowing students to not write a summary for each event, but cut and past images, drawings, and use quotes to explain the significance of the event, to allow for an alternative way of demonstrating their understanding. Some students struggling with reading and writing may find it easier to express their ideas in a visual manner or verbally in their own terms.
Students will be able to practice their English language speaking and listening skills during the Pair-Share. In working with a partner or small group, they will also be able to work in a cooperative group and receive support when completing the Web Quest. They will also be able to ask for support from their peers or the teacher to clarify or explain difficult concepts, by providing them with examples or a simpler description. Students have a variety of sources to help them better understand the content. Including a visual component to the project, students will be able to better associate or make sense of the major events to their prior knowledge, allowing them to demonstrate their understanding in an alternative way from a multiple choice and in class essay exam. Noting their writing skill and level, teacher will be able to provide differentiate feedback when grading.
Struggling Readers:
Students will have multiple resources to help them understand content concepts and terms. They are highlighted throughout the supplemental material they have already read, annotated, and discussed as a class. They will also be working in a cooperative learning group, which prevents them from being overwhelmed in completing the Web Quest on their own. The foldable project does not include too much writing, only 3-5 sentences for each summary, a part from the introduction and conclusion paragraphs. Incorporating a visual component to the project allows students to be creative in demonstrating their understanding of the material in an alternative way from oral presentations or written exam.
Special Needs:
Students having difficulty with reading and decoding words which effects their comprehension and writing skills will be given more time to complete the assignment and receive more individual support. Instead of 4-5 sentences for a summary of the event's significance, students will be allowed to write 2-3 well thought out sentences. If necessary, adaptations to the assessment will be made in allowing students to not write a summary for each event, but cut and past images, drawings, and use quotes to explain the significance of the event, to allow for an alternative way of demonstrating their understanding. Some students struggling with reading and writing may find it easier to express their ideas in a visual manner or verbally in their own terms.