Charlon Gibbs – Lesson Plan 3
Due Date: 02/23/2014 (Module 3)
Grade 9, Period 5: Revolutionary Change **Day 2**
February 13th 2014
In this series of two lessons, students [teacher’s clarifying standards]:
 Students will finish learning about the French Revolution
 Explain why Louis XVI called the Estates-General and summarize what resulted.
 Understand why Parisians stormed the Bastille.
Summary
Lesson I: French Society Divided; Nobles Hold Top Government Lesson II: The British Industrial Revolution! (Communism, Karl
Jobs; France and Financial Troubles; Louis XVI Calls the Estates- Marx, Socialism, Urbanization, Working Condition, Eli Whitney,
General
Labor Union, Tenement, etc.)
Grade Level Standard CCSS:
Grade Level Standard CCSS:
 Analyze political revolutions in terms of their causes and
 Analyze political revolutions in terms of their causes and
impact on independence, governing bodies, and churchimpact on independence, governing bodies, and churchstate relations (e.g., English Revolution, Glorious
state relations (e.g., English Revolution, Glorious
Revolution, American Revolution, French Revolution,
Revolution, American Revolution, French Revolution,
Russian Revolution, Haitian, Mexican, Chinese, etc.)
Russian Revolution, Haitian, Mexican, Chinese, etc.)
WH.6.2
WH.6.2
 Explain how physical geography and natural resources
 Analyze the effects of industrial Revolution, urbanization,
influenced industrialism and changes in the environment
growth of the middle class, increase in productivity and
(e.g., agricultural revolutions, technological innovations in
wealth, changes in economic status, new types of labor
farming, land use, deforestation, industrial towns,
organizations, etc.). WH.6.4
pollution, etc.). WH.6.3
Lesson one Students will understand how the American Revolution influenced France to begin their own revolution for Independence.
However, the United States had separate lands than Britain (across the seas) and France started a revolution within their own border.
Students will see the difference between the American and French Revolution and why the outcomes were very different.
Focus Standards student outcome… “I can + verb”
 I can show the relationship between the French Revolution and the American Revolution.
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Required Materials
 LCD
 SmartBoard
 Computer
 Laptop
 Music
 YouTube
Procedures
1. Lead-In: Students will watch the YouTube video on US History CrashCourse – French Revolution to get a 10 minute
summary of the French Revolution. http://www.youtube.com/watch?v=lTTvKwCylFY
2. Step by Step:
a. The students will understand how the French assisted with the American Revolution and how the events led to their
wanting independence and change within their government.
b. Students will understand why France needed a revolution by listening to facts about Queen Marie Antoinette, raising
taxes and the Storming of the Bastille.
c. Students will begin to build a project (digital storytelling) to show understanding of the French Revolution.
d. Sample digital story will be displayed for students and students will sign up for the website voicethread.com.
http://voicethread.com/about/library/12th_Grade__A_Day_in_the_Life_from_Joanie_Batts/
e. Students will have to build a digital story using the website and have at least 3 minutes of video in order to be
considered complete.
f. Students will use their own devices to record audio or video needed for the story (if students do not have access to the
electronics, they will be allowed to use an iPad from the iPad lab in the media center).
g. The rubric for the assignment will be posted on CourseSites and students will have one hard copy of the rubric per
group in order to save paper.
3. Closure: Students will decide on which group members will be responsible for the different parts and leave the index card of
student responsibility in the check-out box.
Differentiation
Advanced: Honor students will have to create the voice thread in addition to creating a digital dictionary of the objectives stated by
the NC Common Core Standards (students have these already written in their interactive notebooks for each unit).
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Struggling: Students will be allowed to use magazines or images from the Internet (cited) and post them on a tri-fold poster board
(IEP students).
Homework/Assessment – Students will need to go home and create a storyline (on paper, their cellphones, or online) of the French
Revolution in order to combine their ideas with their group members the next day.
Risk Analysis – Students without an electronic device might feel embarrassed by not having technology; therefore, I might checkout
the iPad lab and each group will design their project on the iPad.
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