WHG: American & French Revolutions Lecture

UNIT:

Unit 2b: American & French Revolutions

LESSON TITLE:

American & French Revolutions Lecture

STANDARDS:

W.05, W.06, W.08

LESSON OVERVIEW:

Students will start with examining a primary source image individually, with a partner (think-pair-share), and then through group discussion. This serves as a thinking prompt and hook to my lesson. The lesson will then shift to explicit direct instruction using a modified Cornell note system and inquiry-based learning throughout the instruction facilitated by think-pair-share.

OBJECTIVE:

I can identify the major causes of the French Revolution through notetaking and answering questions.

I can summarize how the French Revolution began focusing on the storming of the Bastille. 

ASSESSMENT / EVALUATION:

Formative Assessment (informal): Throughout instruction I will be asking questions regarding primary source images to assess recall of previously taught material

Formative Assessment (formal): Students will write down their assessment of a primary source image and share it with their partner. These assessments will be shared with the group. 

Formative Assessment (formal): Students will answer questions after each section of instruction and share those responses with their partner and then with the group.

Formative Assessment (formal): Students will list a cause of the French revolution on a sticky note. This will be turned in to me as students exit the classroom. I am expecting no less than 80% accuracy on at least one cause of the French Revolution.

INSTRUCTION:

1. Students enter room and get out their supplies (paper, notebook, pen/pencil, ruler) and the primary source image analysis organizer

2. Students will prepare their notes for taking two-column notes

3. Students will answer the activating question on a separate sheet of paper

4. I will ask students how the Declaration of the Rights of Man & Citizen are connected to the Enlightenment and how they believe that is connected to the French Revolution (5 minutes)

5. Students will get out their primary source image analysis organizer and I will walk them through how to complete the organizer step-by-step. Students will connect the image to the standard by analyzing the image. Students will be timed during this period. Students will turn this organizer in at the end of class. (15 minutes)

6. Students will begin taking notes by writing down an activating question and then engage in discussion about primary source images before going into explicit direct instruction. Once that section of instruction is complete, students will write a response to the question and then discuss it with their neighbor. After this, they will share with the classroom. Each section will last between 5-10 minutes (25 minutes)

7. As a conclusion, I will ask students to list a cause of the French revolution on a sticky note. Said sticky note will be turned in to me as students exit the classroom. I am expecting no less than 80% accuracy on at least one cause of the French Revolution.

* Depending on pacing and structure of lesson, I may show a video about the French Revolution (5:38)