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Unit Essential Question: How did the French Revolution reflect the views of Enlightenment?
Lesson Topic: The causes of the French Revolution.
STANDARDS (www.cde.state.co)
Content:
History 2.b:
Investigate causes and effects
of significant events in world
history
Democracy and
21st Century Skills:
Read, write, listen and speak
effectively.
Democracy and
21st Century Skills:
SWBAT read, write, listen and
speak effectively for the
purpose of further developing
the students communication
skills.
OBJECTIVES
Content:
SWBAT investigate causes and
effects of significant events in
world history by analyzing the
major events leading to the
French Revolution.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will be
formatively assessed
on the previous days
lesson on what the
textbook says about
the French Revolution
by submitting their
worksheet.
Students will be
formatively assessed
on the events leading
to the F.R. by creating
a timeline that will be
progressively worked
on throughout the F.R.
unit.
Democracy and
21st Century Skills:
Students will be
assessed by engaging
in a discussion on the
causes of the F.R. and
by my observing their
notes and asking
questions during the
lecture.
Democracy and
21st Century Skills
Communication
KEY VOCABULARY
Content
Bastille
Estates
Sans culottes
National Guard
Feudal system
LESSON FLOW
Time
Time
Pre-Assessment
Students will engage in a discussion on what the causes of the F.R. are.
Time
Building Background
Link to Experience: in the previous lesson, the students learned what the
textbook says about the F.R.
Link to Learning: Students will reinforce their knowledge of the causes of the F.R.
by engaging in a discussion and by taking notes during direct instruction.
Time
Activity Name
But the textbook says
Anticipatory Set
Students will engage in a discussion after completing their worksheet in the first
few minutes of class. The discussion will be to talk about what the textbook says
about the FR.
Time
Instructional Input
Input: Students will complete the worksheet and engage in a discussion. Then
they will receive direct instruction and take notes. Finally they will apply what
they learned by creating a running timeline of events.
Modeling: I will model what the timeline should look like by creating an entry
into my own timeline. I will highlight the notes that I would take if I was receiving
this lecture.
Checking for understanding: Will occur at the beginning of class in a discussion,
during the lecture by asking quick assess questions, and finally by checking
students timelines.
Time
Time
Time
Closure
Students will create a timeline what the most important causes of the FR.
Time
Next Step
Continue the unit by talking about the blood and terror of the French Revolution.