Goals & Objectives
Goal: Students will understand the methods and effects of revolution and revolutionary ideas, throughout history and specifically in the French Revolution.
Objective: Students will analyze the critical characteristics of revolution, by comparing and contrasting them among different historical events through discussion and by the completion of an organizational chart.
Objective: Students will analyze the critical characteristics of revolution, by comparing and contrasting them among different historical events through discussion and by the completion of an organizational chart.
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.
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 &understand grade-appropriate material. They analyze organizational patterns, arguments,and positions advanced.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused & coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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.
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 &understand grade-appropriate material. They analyze organizational patterns, arguments,and positions advanced.
LISTENING & SPEAKING
1.0 Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused & coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Lesson Introduction (Hook)
As students walk into the classroom, they pick up a half sheet with The Beatles' "Revolution" lyrics. The day's Warm-Up is written on the front whiteboard for the students to copy down in their History Journal Notebooks, and is read aloud by the teacher. The teacher instructs the students to annotate (highlighting, underlining, circling, or making notes in the margins) the song's lyrics, as they follow along with the video/audio clip. After the song is finished, the students are told to discuss with their elbow buddy major themes and ideas that were mentioned in the song. They may discuss ideas that they understand and those that they do not. The teacher will then select volunteers to share out their discussion points. The teacher will then explain the concept of Revolution, which has been a reoccurring theme throughout the unit, referencing the Scientific Revolution, The Enlightenment, The Glorious Revolution, The American Revolution, and the extensive upcoming section of the unit on The French Revolution. The teacher takes the opportunity to address student misconceptions of complex content concepts, in order build on their prior knowledge, and explain why governments change in the form of a revolution-leading into the French Revolution.
Vocabulary (Content Language Development)
Content language development will be infused throughout the lesson, lecture presentation, discussion, and review. The teacher will use fluent English, speak clearly and slowly in order for students to better understand the material during direct and indirect instruction. Teacher will give students feedback and support when struggling to pronounce or understand both high utility and content area vocabulary. Although this is a preview into the French Revolution, students have guided notes that include major concepts and terms they will need to be familiar with for the rest of the unit that ends with Napoleon and the Congress of Vienna. Students are instructed to annotate their guided notes and outline in order to promote content proficiency throughout the rest of the unit on the French Revolution.
Revolution Storming of the Bastille
Liberty The Great Fear
Equality Maximilien Robespierre
feudal system Reign of Terror
technological innovations Committee of Public Safety
pacified actions & civil disobedience The Guillotine
Estates National Convention
Louis XIV and Marie Antoinette The Directory
Estates-General Napoleon Bonaparte
Tennis Court Oath Congress of Vienna
Revolution Storming of the Bastille
Liberty The Great Fear
Equality Maximilien Robespierre
feudal system Reign of Terror
technological innovations Committee of Public Safety
pacified actions & civil disobedience The Guillotine
Estates National Convention
Louis XIV and Marie Antoinette The Directory
Estates-General Napoleon Bonaparte
Tennis Court Oath Congress of Vienna
Content Delivery (Method of Instruction)
After the Anticipatory Set, the teacher will break up the class into small groups of 4 students. Students are instructed to look at their annotations from The Beatles song they had previously listened to (citing key words from the lyrics), and discuss among themselves the elements, ideas, events, and motivations behind a revolution. The teacher then draws attention to the front of the room, and leads the whole class into a discussion about what they know about the concept "Revolution." Teacher references the second slide of the power point presentation with the list of questions they must ask themselves. The teacher asks students to make connections of past historical events and examples in which there was a revolution. Students in their groups share out their ideas, and the teacher then writes them on the front whiteboard, under the title "What We Know About Revolutions." Until there are about 10 points, notes, or phrases, the teacher explains to students the connection of the concept, to the new content they will learn-The French Revolution.
During direct instruction, the teacher reviews the concept formation lecture presentation, highlighting examples from the students' own prior knowledge. Teacher directs students to follow along and fill in the blanks and make annotations during lecture as they give a brief description of each example on The Scientific Revolution, The Enlightenment, The Glorious, American, and French Revolutions, and the Industrial Revolution which will be covered in the following unit. The teacher will then briefly review different methods and results that are attributed to revolutions, as well as two revolutionary ideas studied before that helped spur the French Revolution. Teacher asks for any questions of concerns before moving on to the next activity.
Teacher instructs students to read and annotate (highlight, circle, underline, write in the margins) on the back of guided notes that includes a brief outline of the first part of the French Revolution, independently. After about 10 minutes, the teacher directs their attention to the front of the room, back to the lecture presentation to review and clarify any questions they may have had from reading the outline, filling any gaps during this preview of the section.
Students are then encouraged to work with the same discussion group to complete the Revolution: Organizational Chart handout, using their guided notes, prior knowledge, past notes, and textbooks if necessary. Teacher monitors students progress by visiting each group, listening into their discussion, asking questions, and reading their written responses. Teacher gives support and feedback, when clarifying questions or student misconceptions if they confuse revolutions and attributes.
During direct instruction, the teacher reviews the concept formation lecture presentation, highlighting examples from the students' own prior knowledge. Teacher directs students to follow along and fill in the blanks and make annotations during lecture as they give a brief description of each example on The Scientific Revolution, The Enlightenment, The Glorious, American, and French Revolutions, and the Industrial Revolution which will be covered in the following unit. The teacher will then briefly review different methods and results that are attributed to revolutions, as well as two revolutionary ideas studied before that helped spur the French Revolution. Teacher asks for any questions of concerns before moving on to the next activity.
Teacher instructs students to read and annotate (highlight, circle, underline, write in the margins) on the back of guided notes that includes a brief outline of the first part of the French Revolution, independently. After about 10 minutes, the teacher directs their attention to the front of the room, back to the lecture presentation to review and clarify any questions they may have had from reading the outline, filling any gaps during this preview of the section.
Students are then encouraged to work with the same discussion group to complete the Revolution: Organizational Chart handout, using their guided notes, prior knowledge, past notes, and textbooks if necessary. Teacher monitors students progress by visiting each group, listening into their discussion, asking questions, and reading their written responses. Teacher gives support and feedback, when clarifying questions or student misconceptions if they confuse revolutions and attributes.
Student Engagement & Critical Thinking (Student Activities)
Students form heterogeneous groups of 4 and review their annotations from the anticipatory set, citing key words from the lyrics, and discuss among themselves the elements, ideas, events, and motivations behind a "Revolution"
looking back at their own prior knowledge of the concept. Students review the questions on the power point presentation during discussion, which directs their contributions to the following class discussion. Groups decided major characteristics and examples, and raise their hand to share their ideas with the class, in order to be listed on the front whiteboard. In the meantime, students also write down notes in their History Journals in order to review them later.
During direct instruction, students follow along the lecture presentation with their guided notes. They listen, fill-in blanks, and make their own annotations. Students are encouraged to ask questions and share their ideas when relevant. Students make connections between the different types of revolutions, their purpose, effects, and methods used to reach their goals.
While still in their groups, students independently read the brief outline of the French Revolution found in the back of the guided notes. They are to focus on people, groups, events and ideas that appear significant. They make annotations describing similarities and contrasts to other revolutions they have studied, anything that helps them remember new content or relate it to prior knowledge. Students then engage in a review of the outline with the teacher, following the lecture presentation points. Students ask questions and clarifications needed for the rest of the activity and section of the unit.
Students follow teacher direction, and again collaborate with their group to complete the Revolution: Organizational Chart handout. Students use their guided notes, annotations, prior notes, prior knowledge, and the textbook to inform their discussion and written responses. Students ask for peer and teacher support when making the connections between the different types of revolutions. Students have to push themselves when they have to summarize the similarities and differences between the revolutions, in order to understand the importance of revolutions in history.
looking back at their own prior knowledge of the concept. Students review the questions on the power point presentation during discussion, which directs their contributions to the following class discussion. Groups decided major characteristics and examples, and raise their hand to share their ideas with the class, in order to be listed on the front whiteboard. In the meantime, students also write down notes in their History Journals in order to review them later.
During direct instruction, students follow along the lecture presentation with their guided notes. They listen, fill-in blanks, and make their own annotations. Students are encouraged to ask questions and share their ideas when relevant. Students make connections between the different types of revolutions, their purpose, effects, and methods used to reach their goals.
While still in their groups, students independently read the brief outline of the French Revolution found in the back of the guided notes. They are to focus on people, groups, events and ideas that appear significant. They make annotations describing similarities and contrasts to other revolutions they have studied, anything that helps them remember new content or relate it to prior knowledge. Students then engage in a review of the outline with the teacher, following the lecture presentation points. Students ask questions and clarifications needed for the rest of the activity and section of the unit.
Students follow teacher direction, and again collaborate with their group to complete the Revolution: Organizational Chart handout. Students use their guided notes, annotations, prior notes, prior knowledge, and the textbook to inform their discussion and written responses. Students ask for peer and teacher support when making the connections between the different types of revolutions. Students have to push themselves when they have to summarize the similarities and differences between the revolutions, in order to understand the importance of revolutions in history.
Demonstrated Learning (Formative & Summative Assessments)
Entry-Level Assessment:
The teacher will be able to assess students active participation during the Anticipatory Set, as well as the accuracy or relevance of their responses leading into the discussion of the concept "Revolution." Teacher will be able to evaluate misconceptions or misunderstandings, and clarify them during the lesson.
Progress Monitoring Assessment:
Teacher will monitor the quality of the annotations during independent reading. While reviewing the outline with the lecture presentation during discussion, teacher will be able to assess student understanding of major events, people, groups, and ideas of the French Revolution, and the ability of students to make connections to their prior knowledge through their verbal responses.
Progress Monitoring Assessment:
The teacher will visit each group, listen to their discussion, and review their responses, while offering feedback and support. Teacher will evaluate student understanding of the concept revolution and the various examples previously reviewed, based on the accuracy written responses and completion of the organizational chart.
The teacher will be able to assess students active participation during the Anticipatory Set, as well as the accuracy or relevance of their responses leading into the discussion of the concept "Revolution." Teacher will be able to evaluate misconceptions or misunderstandings, and clarify them during the lesson.
Progress Monitoring Assessment:
Teacher will monitor the quality of the annotations during independent reading. While reviewing the outline with the lecture presentation during discussion, teacher will be able to assess student understanding of major events, people, groups, and ideas of the French Revolution, and the ability of students to make connections to their prior knowledge through their verbal responses.
Progress Monitoring Assessment:
The teacher will visit each group, listen to their discussion, and review their responses, while offering feedback and support. Teacher will evaluate student understanding of the concept revolution and the various examples previously reviewed, based on the accuracy written responses and completion of the organizational chart.
Lesson Closure
Wrap Around Discussion
Teacher will lead a directed review discussion from the lesson's content by first reading over the list "What We Know about Revolutions." The teacher encourages students to discuss between their groups to highlight critical attributes of a revolution and/or to add to the list of what is important to note of revolutions. Referencing their notes, guided notes, and organizational chart handout , students will be able to add more critical attributes of Revolutions to the
front whiteboard. Each group is to contribute to the discussion and explain their reasoning. Teacher will be able to assess student understanding of the concept of revolution, examples, and critical characteristics to inform instruction for following lessons.
Teacher will lead a directed review discussion from the lesson's content by first reading over the list "What We Know about Revolutions." The teacher encourages students to discuss between their groups to highlight critical attributes of a revolution and/or to add to the list of what is important to note of revolutions. Referencing their notes, guided notes, and organizational chart handout , students will be able to add more critical attributes of Revolutions to the
front whiteboard. Each group is to contribute to the discussion and explain their reasoning. Teacher will be able to assess student understanding of the concept of revolution, examples, and critical characteristics to inform instruction for following lessons.
Accommodations for English Learners, Struggling Readers &
Students with SPecial Needs
English Learners:
Students will be working with a small group throughout the lesson, which will help them practice their English language development. Students will have a list of ideas written on the board which they will be able to copy into their notebooks during discussion. They will also have guided notes to easily follow along the lecture. During independent reading, they will be able to make annotations using English, Spanish, and symbols to help them better understand or make connections to the text. During cooperative learning, completing the organizational chart, students will be able to organize information in a structured manner that is easy to revisit during review and also have the support of their peers when comprehension and understanding is difficult.
Struggling Readers:
Students will have the lecture presentation projected throughout, as well as guided notes to more easily follow along and focus on the content instead of writing notes. They will be able to listen to the clear instructions by the teacher and the expectations of each activity. Students will also be able to receive support during both independent and group practice. Dividing the organizational chart between a group will help them discuss their ideas instead of formally having to read or present, which may cause anxiety. They will be able to use informal language to complete the organizational chart in order to organize the characteristics of each revolution in a clear manner.
Students will be working with a small group throughout the lesson, which will help them practice their English language development. Students will have a list of ideas written on the board which they will be able to copy into their notebooks during discussion. They will also have guided notes to easily follow along the lecture. During independent reading, they will be able to make annotations using English, Spanish, and symbols to help them better understand or make connections to the text. During cooperative learning, completing the organizational chart, students will be able to organize information in a structured manner that is easy to revisit during review and also have the support of their peers when comprehension and understanding is difficult.
Struggling Readers:
Students will have the lecture presentation projected throughout, as well as guided notes to more easily follow along and focus on the content instead of writing notes. They will be able to listen to the clear instructions by the teacher and the expectations of each activity. Students will also be able to receive support during both independent and group practice. Dividing the organizational chart between a group will help them discuss their ideas instead of formally having to read or present, which may cause anxiety. They will be able to use informal language to complete the organizational chart in order to organize the characteristics of each revolution in a clear manner.