James Madison University – College of Education Social Studies Lesson Plan Format Name: __Erinn Dinsmore______ Date: ___July 14, 2011______ Subject/Class: __Honors World History II_____ Grade Level: __10__ Topic: French Revolution NCSS Theme #_6_ : Power, Authority and Governance (see page 143-44) Subthemes: Knowledge: “Learners will understand the need for the rule of law, as well as a recognition of times when civil disobedience has been justified”, “Fundamental values of constitutional democracy (the common good, liberty, etc.)”, comparing political systems with that of the U.S., “Mechanisms by which governments meet the needs and want of citizens…manage conflict, establish order and security”. Processes: “Analyze and evaluate conditions, actions, and motivations that contribute to conflict among groups” Essential Questions/Big Ideas: 1. How did the Enlightenment and the American Revolution cause the French Revolution? 2. Is Revolution acceptable if attempting to overthrow a tyrant? 3. When does Revolution turn to Civil War? SOLs/Standards addressed: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution. Learning Outcomes/Objectives: (See objectives in chart below) Assessment alignment chart: How will you know they know the objectives listed above? Objective U 1: SWBAT list and explain the significance of the events of the French Revolution U2: SWBAT identify similarities and differences between the Declaration of Independence and the Declaration of the Rights of Man U3: SWBAT identify and explain the influence of the Enlightenment on the Declaration of Independence and the Declaration of the Rights of Man Assessment (formative and summative) -observation (formative) -Zooburst, Movie or Flipsnack (summative) -unit test (summative) -worksheet (formative) -unit test (summative) -discussion (formative) -worksheet (formative) -unit test (summative) -discussion (formative) Background Content Outline: In World History II, the preface to the “Age of Revolutions” unit is the Enlightenment, during which I teach students the ideas that inspire the acts that follow. Therefore, I will start there. I. Enlightenment a. Result of the Scientific Revolution; inspired by an era of questioning which leaks from science into government and philosophy b. In an age of monarchy, philosophes such as Locke, Voltaire, Montesquieu and Rousseau question the status quo. They introduce ideas such as natural rights theory, freedom to be guaranteed by law to speak and worship as one pleases, the separation of the branches of government as well as the social contract theory. c. Still others defend monarchy- the elite and men like Thomas Hobbes who feel that human beings are incapable of governing themselves and require absolute rule. d. Books written by philosophers are read by men all over Europe and even make their way to America. II. American Revolution (a very short portion of the WH2 curriculum) a. Causes- briefly discuss key revolutionary events: Stamp Act, Boston Massacre, Boston Tea Party, Intolerable Acts, Lexington and Concord and the signing of the Declaration b. Watch a few short clips from America Rocks and complete a reading on the general summary of the war c. Investigate the influence of the Enlightenment on the Declaration of Independence, the Constitution and Bill of Rights (examining quotes and federalist ideas) III. French Revolution a. Causes- Enlightenment, American Revolution, social structure and economic struggles in France due to deficit spending. I lead a History Alive-based activity in which students are assigned an estate and must do the job of that estate on our class farm to allow students to experience the social inequity in 18th century France. b. The History Channel film, “The French Revolution” (pictured on the right) is supplemented by lecture to give the students the bulk of the information about the events of the Revolution. I structure the unit by showing a clip and then debriefing whatever the students have seen or giving a primary source reading and then showing another clip and so on. At the close of the movie, I would complete this lesson. DEAN CHART Concept word Revolution Declaration D=define A severe change to society so that at the close, the society has been completely transformed from its original state Important announcement E=examples French, American, Latin American, Industrial, Communist, etc. A=attributes -violent -sometimes lacks equity for one group -sometimes radical N=non-examples Tradition Status Quo Ex: Declaration of Independence, Declaration of the Rights of Man, Balfour Declaration -political basis -document that men often sign to give it weight -directed toward a power that must be limited Silence Passivity Instructional Plan: This lesson is made for a 90-minute block. However, when I actually teach this lesson and give the French Revolution Assignment, the lab time spills over into a second 90-minute block before the assignment becomes homework. Warm Up Class Discussion Assignment Computer Lab Time Exit Slip Question What the Teacher Will Do Direct the students to bring up Google on their computer screens. The teacher will give the following directions (either verbally or written on the Smart Board): Go to advanced search and look for the text only versions of the Declaration of Independence and the Declaration of the Rights of Man. Copy and paste both of those sections into Wordle. Compare the results. Find at least 2 words that are prominent in both Wordles and explain their significance. Now choose 1 word prominent only in one document or the other and explain its significance. The teacher will lead a discussion regarding the comparison of these two documents in their Wordle form. What is the biggest difference between the two? What similarity can we identify? Do you see any words that might connect to the Enlightenment; how? (etc.) Upon completion of the discussion, the teacher will hand out the French Revolution Assignment (see NOTE at the bottom of the Instructional Plan). The students may choose a partner or work alone to complete their project of choice. They will have two class periods to work on this project, using the information they gleaned from class lecture/video on the events of the French Revolution. The teacher will come around with a clipboard to record partnerships, project choice and go over individual questions on the project. She will then wander around the room to observe student work. With 10 minutes left in the period, the teacher will ask the students to pack up and turn off the computers. She will tell them they have next class to work on the assignment. She will then ask the students, “Was the French Revolution truly a revolution, considering the entrance of Napoleon?” What the Students Will Do Follow teacher directions. Compare the two Wordles and write down the answers to the questions. Students will answer the questions based on their warm up answers. Students will choose a partner and a project type. They will use only their class and video notes to complete the assignment. Students will work to complete the assignment. The students will answer the exit question on a slip of paper. NOTE: I have attached the instruction sheet I used this past year for the French Revolution book assignment. Using the knowledge I gained from CTA, the “Book” option I have listed will be an electronic book this upcoming year. Students will have the option to create a 3D book on Zooburst.com or choose to create an electronic flipbook on flipsnack.com. Of course, the movie option remains. Materials Needed for the Lesson: -Class set of computers; access to google.com, flipsnack.com, wordle.com, zooburst.com or Windows MovieMaker -French Revolution Assignment Sheet -Exit Slips Bibliography/Resources Used (using APA): This is an actual lesson, with the exception of the wordle.com reference, that I have taught the past 4 years. I integrated technology using two lectures I listened to at CTA: Helkowski, T. (6/29/11). Google Presentation. Content Academy History K-12. Lecture conducted from James Madison University. Woolever, T. (6/28/11).Using Technology. Content Academy History K-12. Lecture conducted from James Madison University. Adaption/Differentiation: Each year that I give this assignment, I issue a challenge for creativity. I tell my students I am very flexible with the format of the book. This differentiation in the type of product students submit allows them to take ownership and really have a stake in the final project. ELL/struggling I could limit the scope of the assignment for ELL students, although I could also readers urge them to create a middle-school aged book to ease the level of the assignment. ADHD I would have to monitor students with ADHD during the computer lab time and perhaps have checkpoints built into the assignment to keep them on task. Gifted I could remove some of the minor events of the Revolution and include Napoleon as a small chapter at the end. Explanation of Instructional Strategies Used: I chose the Wordle as the warm up to reactivate prior knowledge and look at two documents we already studied in a new way. One cannot talk about the French Revolution without also speaking about its influences. However, the two movements are not carbon copies of one another and this activity brings that comparison and contrast to light. I chose the book/movie assignment because it helps students understand the significance of each event as well as the cause-and-effect nature of history. In addition, it is a fun way for students to interact with the material. Hopefully, after making a book outlining the events of the French Revolution, they have a better understanding of it. The exit slip is a question I love to ask my students because it really makes them think. They love to debate and argue so I usually lead with the best answers from the exit slip the next class as the warm up. 2010 French Revolution Book Assignment Directions: 1. First, choose if you would like to work ALONE or in a group of no more than 4 students from any of my Honors World History II classes. By choosing to work in a group, you are choosing to receive a group grade. 2. Next, select the type of project you would like to tackle: a storybook geared toward 6-8th grade students OR a movie geared toward high school-aged students. 3. The point of the project is to make the French Revolution easy to understand and interesting. Be creative. You can make an analogy for the Revolution, tell the story from a certain perspective, make a comic strip; the sky is the limit. Ask if you are unsure about your idea. What I do not want: class notes with pictures and a title on the front page. 4. This project is worth 100 points. It is due on: _________________________ (class after your test!) 5. In class Work Date: *** I will choose the best book from each class and send it to James Wood Middle School for their use; I will choose the best movie from each class and have a special screening in each of my Honors World History II classes. *** Book Requirements: 1. Title Page: include your name(s), your period, a picture and a creative title for your story. (8 points) 2. Each page should include: a full description of the event, including the significance in relation to the Revolution, any key people involved and an accompanying illustration. (8 points per page) 3. I expect you to have a page for each of the following: 1. Set the scene: why is there a revolution? (Highlight the causes) 2. Meeting of the Estates General & Tennis Court Oath 3. Storming the Bastille 4. Writing the Declaration of the Rights of Man 5. March on Versailles 6. Louis Attempts Escape/War with Austria 7. Execution of the King 8. Reign of Terror 9. Outcomes of the French Revolution 4. You can use the computer to create your illustrations or you can draw them. You will be assessed 20 points for neatness/creativity/organization of your project. Each storybook page can consume a full 8 ½ x 11 piece of computer paper or you can split that piece of paper in half and use one half per event. Movie Requirements: 1. Title slide: include your name(s), your period, a picture and a creative title for your movie. (8 points) 2. Inclusion of the following events within your movie: 8 points per topic (this means a full description of the event, including the significance in relation to the Revolution & any key people involved) 1. Set the scene: why is there a revolution? (Highlight the causes) 2. Meeting of the Estates General & Tennis Court Oath 3. Storming the Bastille 4. Writing the Declaration of the Rights of Man 5. March on Versailles 6. Louis Attempts Escape/War with Austria 7. Execution of the King 8. Reign of Terror 9. Outcomes of the French Revolution 3. There is no time minimum; only a 15 minute limit. I want these to be creative movies that showcase your talents, not necessarily feature films. 4. You MUST have a credits slide that cites any outside sources you utilized in the making of your film. Failure to give appropriate credit is plagiarism and will result in a 0 on the project. You will be assessed 20 points for MLA citation and the neatness/clarity/creativity of the themes of your movie.