Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to explain how the perception of Marie Antoinette has changed from the beginning of her reign up to the French Revolution, citing appropriate primary and secondary source material as evidence.
Students will be able to determine the meaning of words and phrases as they are used in selected primary and secondary documents, including vocabulary describing political, social, or economic aspects of history/social science.
Students will be able to describe the social conditions of pre-Revolutionary France through the three estates with appropriate development and the inclusion of relevant details.
Students will be able to explain how the social, political, and economic situation in the late 1800s made the French Revolution inevitable.
Students will be able to explain the extent to which the Enlightenment impacted the American and French Revolutions.
Students will be able to summarize the important causes, events, and effects of the French Revolution including the rise and rule of Napoleon.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be familiar with the following vocabulary words/concepts/key figures: estate, Marie Antoinette, Estates-General, Louis XVI, bourgeoisie, First Estate, Second Estate, Third Estate, ancient regime, French Revolution, American Revolution, Declaration of the Rights of Man, American Bill of Rights
If students are not familiar with the above terms, have them use their textbook glossaries to help them record the definitions on this list.
The teacher can refer to this website for guidance on proper definitions.
Prior to completing this assignment, students should understand the causes and factors leading up to the French Revolution. Factors such as inflation (high prices), inability to pay for bread, lack of jobs, excessive spending by the French monarchs over wars and frivolity, along with an unequal class system, led to the Revolution. Students should understand that the Third Estate was burdened with taxes while the nobles and clergy were exempt. The storming of the Bastille and lack of action by King Louis XVI led to revolts and groups (sans-culottes, Jacobins) to overthrow the monarchy in favor of the Third Estate. These actions would eventually lead to the Reign of Terror/Robespierre/guillotine deaths and eventually to the rise of Napoleon. Students should make connections between the American Revolution and the French Revolution and the rise of nationalism and desire for natural rights.
The teacher can provide this summary to students if needed.
Guiding Questions: What are the guiding questions for this lesson?
What factors led to the various stages of revolution in France?
How did the third estate change the course of French history?
What role did the French monarchs play in encouraging the French Revolution?
How did the unstable French economy play a part in starting the French Revolution?
What role did the Enlightenment and American Revolution play in encouraging the French Revolution?
What were the effects of the French Revolution?
Teaching Phase: How will the teacher present the concept or skill to students?
1. After reviewing the Quick Quiz at the beginning of Day One, the teacher should review the objectives and guiding questions with students, while also explaining that the lesson’s summative assessment will require them to draft a one-page long response linking several primary and secondary source documents to the events of the French Revolution. The teacher will then present material related to the French Revolution using the "French Revolution PowerPoint" and the videos linked below to support the lecture:
The teacher should also deliver the information through lecture notes or a print out of the French Revolution Summary (see final link in Prior Knowledge section). Please note that the 1st video is a "tongue-in-cheek" video that may want to be saved until later in the lecture versus an introduction. As the students learn from the content in the lecture presentation/video clips, remind them to pay particular attention to the dates and series of events that lead to revolution in France.
2. Lead students in discussion/review of the content, clarify any misconceptions, and then proceed with Part One activities in Guided Practice below.
1. The teacher should pass out the French Revolution Documents.
2. Students should take a few minutes to re-familiarize themselves with the documents and read teacher comments.
3. Then, present to students the "How to Write a DBQ" website.
4. Lead students in discussion/review of the content, clarify any misconceptions, and then proceed with Part Two activities in Guided Practice below.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. After discussing the information presented in the lecture/videos, distribute copies of the French Revolution Documents for the students.
2. Briefly let students know what each document is (sketch, letter, graph, etc). Do not go into detail about each document. It is more important that the students spend the time to interpret each document on their own.
3. Walk around and briefly guide students who may be confused/miss the main idea of each document.
4. When students are ready, collect the student work to briefly grade/comment on before handing back to the students the next day.
5. In the last few minutes of class, after the documents are collected, select students to go through the documents and share their answers to the questions.
6. Then, distribute copies of the Grading Rubric and review, reminding students of the summative assessment that will be completed at the end of the lesson.
1. After reviewing the "How to Write a DBQ" website, work on the Thomas Jefferson French Revolution PowerPoint with the students. This will be a model you will do WITH the students. Students should have a copy of this at their desk they can mark on or they can mark on a SmartBoard/Elmo if you have one.
2. Have students answer the questions on Slide 3 of the PowerPoint briefly on their own paper. Allow them to work with a neighbor to encourage discussion. Note to teacher: The second slide has highlighted information that you may want to discuss in more detail.
3. Hand out the French Revolution Prompt and Grading Rubric and allow students some time to read the directions/expectations. Explain that students will have 30-35 minutes to plan and write their responses (see Independent Practice below).
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The independent practice will also be the summative assessment for the lesson:
1. Given 30-35 minutes (or longer depending on the needs of your students), students will plan and answer this prompt which will link a majority of the information they learned regarding the French Revolution into an argument that affirms or refutes the prompt.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After students have finished responding to the summative assessment prompt, they should independently review/evaluate their product according to the criteria of the Grading Rubric.
Another option might be for teachers to have students peer review each other's work using the grading rubric. Students could provide each other specific feedback based on the rubric to help them revise and strengthen their essay based on the grading criteria before submitting a final draft.
Students should be able to demonstrate their understanding of the French Revolution by accurately responding to the writing prompt using the documents as supportive evidence. Students should be given a rubric at least the day before they respond to the writing prompt and they should also have accurate answers (based on feedback from the teacher) for the French Revolution documents activity to help them prepare for the writing assignment. Please see the independent practice section for additional information.
At the beginning of class, the teacher should assess the students using the French Revolution Quick Quiz. The teacher should review the quiz directions, explaining the quiz is a tool to remind students of the important concepts from the French Revolution. The teacher should allow students a few minutes to study for this quiz from the notes they have, then provide about five minutes to complete the quiz. The teacher can have students exchange papers and grade in class. The teacher should give students the correct answers and review the questions asking students to determine why the correct answer is the correct answer. The teacher should tally how many students missed each of the five questions and use this data to do a quick re-teaching session before beginning the day's activity as needed.
Feedback to Students
The students will receive feedback initially after their quick quiz is graded. The teacher will also give feedback after the documents assignment is completed, ensuring that students are working in the right direction in order to complete their long response paper accurately. The teacher will provide verbal feedback as students are completing the document analysis and will correct any wrong answers at this time.