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Teacher(s) Name Shannon Herndon

Position Teacher
School/District Cobb County School District
Phone 678-594-8104 ext. 2123
Grade Level(s) 9 - 12
Content Area Social Studies

Standards (What do you want students to know and be able to do? What knowledge, skills, and
strategies do you expect students to gain? Are there connections to other curriculum areas and subject
area benchmarks? )
Content Standards:
SSWH14 The student will analyze the Age of Revolutions and Rebellions.
b. Identify the causes and results of the revolutions in England (1689), United States
(1776), France (1789), Haiti (1791), and Latin America (1808-1825).

NETS*S Standards:
ISTE NETS-S 1. Creativity and Innovation
a. d. Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
Technologies used to support this standard:
1. Quizlet Vocabulary Leveled Questions
2. ToonDoo Political Cartoon
3. VoiceThread Advisor to the King and Queen
ISTE NETS-S 2. Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
Technology used to support this standard:
1. VoiceThread Advisor to the King and Queen
b. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats
Technologies used to support this standard:
1. ToonDoo Political Cartoon
2. VoiceThread Advisor to the King and Queen
ISTE NETS-S 4. Critical Thinking, Problem Solving, and Decision Making
b. Plan and manage activities to develop a solution or complete a project
Technology used to support this standard:
1. VoiceThread Advisor to the King and Queen
ISTE NETS-S 5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information
and technology
Technologies used to support this standard:
1. Quizlet Vocabulary Leveled Questions
2. ToonDoo Political Cartoon
3. VoiceThread Advisor to the King and Queen
ISTE NETS-S 6. Technology Operations and Concepts
b. Select and use applications effectively and productively
Technologies used to support this standard:
1. Quizlet Vocabulary Leveled Questions
2. ToonDoo Political Cartoon
3. VoiceThread Advisor to the King and Queen

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Ch. 23 Section 1 & 2 Leveled Questions Assignment- Students will discover the meaning of the basic
vocabulary and learn about the key historical figures of the unit. Using Blooms Taxonomy, students will
create leveled questions and answer them. Students will gain a deeper understanding of the vocabulary
by authoring leveled questions and interpreting the answers to support the validity of the questions.
Quizlet will be the presentation format for the assignment. Quizlet was chosen because of its ease of
use, sharing capabilities, and the printable flashcard study layout.
French Revolution Primary Sources Learning Centers and Tiered Assignment - Students will obtain key
facts from reading and analyzing the eyewitness accounts of the revolution as they visit seven learning
centers. At the various centers, students will gauge the legitimacy of newspaper articles, a letter from a
private citizen, and reports from a foreign ambassador covering the opening events of the French
Revolution in July 1789. Reflecting on the primary sources, students will complete several activities that
will measure how much students comprehend about the unit. Students will use ToonDoo to illustrate the
events covered in the London Gazette primary sources.
French Revolution Primary Sources Tiered Assignment - Students will utilize all previous knowledge
gained from the unit, including the first nine activities of the tiered assignment, to conjure up a plan to
avoid the revolution. Students will assume the role of advisor to the king and queen. A written
correspondence to the royal couple should include political, financial, and social ideas and reasons to
avoid the impending revolution. Once the letter is completed, students will upload their best
recommendation for avoiding the revolution to the class VoiceThread.

Essential Questions (What essential question or learning are you addressing? What would students
care or want to know about the topic? What are some questions to get students thinking about the topic
or generate interest about the topic? What questions can you ask students to help them focus on
important aspects of the topic? What background or prior knowledge will you expect students to bring to
this topic and build on?)
During revolutions, how have class, religion, and ambition caused conflict?
What are the effects on society?

Assessment (What will students do or produce to illustrate their learning? What can students do to
generate new knowledge? How will you assess how students are progressing (formative assessment)?
How will you assess what they produce or do? How will you differentiate products?)
At the onset of the French Revolution unit, students will write leveled questions for the vocabulary in the
first two sections of the required reading. Students will create flashcards using the Quizlet internet tool, in
order to comprehend the main ideas of French Revolution. This will be a formative assignment. The very
nature of leveled questioning is a form of differentiation, which gives students the initiative to author their
own questions using Blooms Taxonomy.
In the middle of the French Revolution unit, students will create political cartoons with captions to address
the initial steps towards revolution. This will be a second formative assessment using an internet tool. For
the summative portion of this lesson, students will construct a letter to the king and queen, in order to
advise them on how to avoid the revolution. Students will then record their best piece of advice to the
class VoiceThread.

Resources (How does technology support student learning? What digital tools, and resourcesonline
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics,
elucidate or explain the content or allow students to interact with the content? What previous technology
skills should students have to complete this project?)

Assignment and Technology Needs and Possible Issue Resolutions:
London Gazette Primary Source Tiered Assignment PDF
o The point totals and rubric are embedded within the assignment.
o Linked to my blog for students who are absent or lose their initial packet.
o Can be found at
Primary Source PDFs
o Linked to my blog for easy access, students who are absent, and students who require
extended time to complete assignments, in accordance with their 504 plan or IEP.
o Can be found at
o Learning Centers will be set up around the room in case of an internet outage.
Computer Lab
o Students are expected to know their network login and password and be able to access
the internet to visit my blog and the various internet tools required for this unit.
Access to the Internet
Since this is a unit plan, lessons can be interchanged in case of an internet
outage. When using technology, I always have the next days lesson ready to
implement if something goes awry.
Creation of Student Accounts
If a student does not have an email to create an account for the required internet
tools, I will help the student(s) sign up for a Gmail account.
o Quizlet-
o ToonDoo-
o VoiceThread-
If students have issues with any portion of the assignments, they can come in for a tutorial
resolving any technology issues that occur in class or at home.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation
for this lesson? How can you find out if students have this foundation? What difficulties might students
Step-by-step description of implementation, notes on preparing the learner, and prerequisite lessons are
included. Technology lessons are bolded.

1. Introduce key terms, people and concepts during an introductory lecture.
2. Watch the History Channel documentary discussing the French Revolution.
3. What are the Estates? Which citizens belong to each Estate? Chart activity will be completed by
the students. A discussion will follow.
4. Introduce the Ch. 23 Section 1 & 2 Leveled Questions Assignment and the Quizlet internet
tool. Students will start this assignment in class and complete it for homework over three nights.
Each student will print out the Quizlet flashcards and turn in for a grade.
Outcome: While implementing the Quizlet activity, I discovered that several students
knew how to use this internet tool. Because of this, students could collaborate and
trouble-shoot with each other. I even learned a few things from the students.
5. Begin the French Revolution Primary Sources Learning Centers and Tiered Assignment.
Students will visit the seven learning centers to read excerpts from the London Gazette dated
July 13 - 15, 1789, Mr. Jenkinson dated July 15, 1789, and a confidential report from the British
Ambassador dated July 30, 1789. Reflecting on the primary sources, students will complete four
more activities, including composing a letter to Louis and Marie explaining how they avoid the
revolution. Then students will leave their most comprehensive idea for avoiding the revolution on
the class VoiceThread. If they feel comfortable with VoiceThread, I encouraged them to
comment on a peers idea. I modeled appropriate and inappropriate peer comments for each
class period.
Outcome: The students created clever and relevant political cartoons that addressed the
event leading up to the revolution.
6. An Estates quiz will be given to review the different social classes involved in the French
7. Students will learn about the formation of the Republic and the Directory through a series of
lecture notes. Key topics like the Reign of Terror and high-profile executions will be covered, as
8. Students will begin the Linking the Present to the Past song lyric analysis for Marie Antoinette
and Robespierre. The Body Biographies will be completed following song lyric analysis.
9. The Napoleon A&E Biography will be viewed by the students to introduce the leader that initiated
the end of the revolution.
10. Napoleon notes and map
11. Congress of Vienna and Concert of Europe notes
12. French Revolution and Napoleon Study Guide
13. French Revolution and Napoleon Test

Management - Describe the classroom management strategies will you use to manage your students
and the use of digital tools and resources. How and where will your students work? (small groups, whole
group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the
Internet while completing this lesson? Describe what technical issues might arise during the Internet
lesson and explain how you will resolve or troubleshoot them?
To minimize distractions and unwarranted internet surfing, I signed up for one of the computer labs that is
set up like a horseshoe where all of the computers are facing the wall. Because of this computer lab
design, I can keep an eye on most of the computers with a quick glance around the room. Students were
informed of the school and county technology rules to follow. Students will turn in individual products for
the internet tools assignments; however, I encouraged students to ask one of their peers to review the
ideas before turning in the final product.
All students had an equal amount of time in the computer lab; plus, students could work on their
assignments on the student computers located in my room during class or before and after school.
For the resolution of technical issues, please see the Resources portion of this lesson plan. I included
possible resolutions and student modifications under the appropriate technology.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies
you will use with this lesson. How will your learning environment support these activities? What is your
role? What are the students' roles in the lesson? How can you ensure higher order thinking at the
analysis, evaluation, or creativity levels of Blooms Taxonomy? How can the technology support your
teaching? What authentic, relevant, and meaningful learning activities and tasks will your students
complete? How will they build knowledge and skills? How will students use digital tools and resources to
communicate and collaborate with each other and others? How will you facilitate the collaboration?
All of these questions have already been addressed in the Overview, Assessment, and Instructional Plan
Preparation portions of this unit plan. Please review those sections for the answers to the above
Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Differentiating through Content: Students were challenged by creating upper level questions using
Blooms Taxonomy. Not only did they have to be aware of the specific knowledge required, but they also
needed to show a product for each idea, as well.
Differentiating through Environment: Students were able to complete assignments using different
methods. Based on the students comfort level of the topic, they were allowed to choose which portion of
the assignment to attempt first.
Differentiating through Learning Styles: Students completed varied assignments using visual, verbal,
kinesthetic, social and/or solitary learning styles.
To assist students with any technology issues, I provided them with extra tutorial sessions outside of the
school day. Students who did not have computers at home were allowed to use the student stations in my
room before or after school. I also tutored several students through the ToonDoo process after school,
including an ELL student.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students
be asked to provide feedback on the assignment itself? What will be your process for answering the
following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?
During the concluding discussion with each class, students shared their successes and frustrations with
the use of the three required internet tools. Overall, the students liked the integration of differentiated
technology tools and assessments. Some students struggled with certain portions while others excelled. I
witnessed several struggling students ask the tech-savvy students for help throughout the process.
Revisions: A few students had trouble accessing ToonDoo at home. One of the students searched for
another online cartoon generator and completed the assignment using an alternate tool. Next time, I will
list several cartoon generators for students to utilize.
I will give a tutorial over basic Quizlet commands. This will help some of the less tech-savvy students get
a visual of what to expect. I will also pair up Quizlet veterans with novices to encourage peer
collaboration and increase technology confidence levels in all students.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience
with implementing this lesson. What advice would you give others if they were to implement the lesson?
I am glad that I chose relevant internet tools to enhance learning and comprehension of the French
Revolution. I will definitely assign this project in the future with the revisions discussed above. My advice
for other teachers is to Go for It! Using technology can be overwhelming and frustrating at times.
However, the possibility of capturing a students attention and fostering their creativity during a lesson far
outweighs any hiccup that could occur. If a lesson does not produce the intended results, an educator
should reflect and make the necessary revisions for future implementation. If at first you dont succeed,
try, try, again!