NAMEZachary Cokely

WEEK1
PERIODS

Day of
Week

SUBJECT

World History

2,3

WEEKLY LESSON PLANS

MONDAY September 5th

Topic

Content Std

Objectives

Lesson
Introduction

Lesson
Body &
Student
Activities

NO SCHOOL

Lesson
Closure

Assessment
s (EL, PM,
S)

Resources
&
Textbook Pg

Adaptations

Day of
Week

TUESDAY

Topic

Spread of Enlightenment

Content Std

10.2.1. Compare the major ideas of philosophers and their effects on the
democratic revolutions in England, the United States, France, and Latin
America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau,
Simn Bolvar, Thomas Jefferson, James Madison).

Objectives

Students will be able to compare the spread of enlightenment ideas to the spread of
other ideas such as the reformation and renaissance just a few hundred years earlier.
Page 1 of 4

NAMEZachary Cokely
WEEK1
PERIODS

SUBJECT

World History

2,3

Lesson
Introduction

Start with the question Why and how did ideas spread during the renaissance and
reformation? Students will discuss, then share as a class.

Lesson
Body &
Student
Activities

Students will be taking notes based on a discussion of the Enlightenment and the
impact of how its ideas spread throughout Europe. Students will watch a video that
further explains the Enlightenment with visual representations to give visual learners
a second look at the material as well as more information.

Lesson
Closure

At the conclusion of the lesson, students will write a summary of the lesson in one
sentence.

Assessment
s (EL, PM,
S)

I will ask for student responses to the warm up to gauge understanding. During the
lecture, I will facilitate discussion to make students think as if they were in the time
period and develop their answer to the essential question of how did the
Enlightenment impact Europe? Finally, I will collect the students exit slip of their one
sentence summaries to ensure comprehension.

Resources
&
Textbook Pg

Textbook 6.3 http://study.com/academy/lesson/major-themes-of-the-enlightenmentreason-individualism-skepticism.html

Adaptations

I will show plenty of visuals and explain the material slowly for one of the students
with a processing problem. I will try to explain concepts in more than one way in
order to reach not only her, but other students with different ways of learning.

Day of
Week

WEDNESDAY

Topic

Enlightenment in America

Content Std

10.2.1. Compare the major ideas of philosophers and their effects on the
democratic revolutions in England, the United States, France, and Latin
America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau,
Simn Bolvar, Thomas Jefferson, James Madison).

Objectives

Students will connect the ideas from the Enlightenment in Europe to the American
Revolution. Students will be able to collaborate to review for the test on the
Enlightenment the next day in the form of the edcamp style circles we used in
class.

Lesson
Introduction

Students will respond to the following question List features of American

government. What makes it unique/different? Students will share amongst
themselves and then the class will discuss. I will lead them to think about the
connection of Enlightenment from the day before to American philosophy to show
the influence.

Lesson
Body &
Student
Activities

Students will take notes on chapter 6.4 briefly. The students should be familiar with
concepts from the American Revolution from the year before. I will check their
understanding and spend time on any gaps there may be.

Lesson
Closure

The rest of the class period will be spent reviewing for the test. Students will be able
to chose which part of the chapter they want to review by attending the
corresponding review circle. Here students can collaborate to not only learn, but
teach each other to promote learning.
Page 2 of 4

NAMEZachary Cokely
WEEK1
PERIODS

SUBJECT

World History

2,3

Assessment
s (EL, PM,
S)

The warm up will be a progress monitoring assessment that will inform the teacher of
how much time and detail should be put into the lecture. The other assessments will
be monitoring student learning during the review circles to make sure students are
sharing correct information

Resources
&
Textbook Pg

Textbooks, (chapter 6) students should bring past work and notebooks for review.

Adaptations

I will provide sentence starters and ideas of subjects to cover for each section. This
will help to keep each group structured as well as making it easier for students that
struggle with English or speaking in group settings. Another student has a need for
structure and specific explanations so I will be keeping an eye on her group to make
sure she is not overwhelmed with the setup.

Day of
Week

THURSDAY

Topic

Chapter 6 test (Enlightenment)

Content Std

1. Compare the major ideas of philosophers and their effects on the democratic
revolutions
in England, the United States, France, and Latin America (e.g., John Locke, CharlesLouis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas Jefferson, James
Madison).
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the
American
Declaration of Independence (1776), the French Declaration of the Rights of Man and
the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Understand the unique character of the American Revolution, its spread to other
parts of the world, and its continuing significance to other nations.

Objectives

Students will be able to use primary sources, writing, and critical thinking skills to
demonstrate their knowledge on the Enlightenment.

Lesson
Introduction

The tests will be handed out.

Lesson
Body &
Student
Activities

Students will take the test as the teacher monitors the class answering any
appropriate questions

Lesson
Closure

The students will submit their tests and the teacher will grade them as quickly as
possible.

Assessment
s (EL, PM,
S)

Chapter 6 test.

Resources
&
Textbook Pg

Students need a pen or pencil and paper.

Adaptations

A student is required to have extra time to take the test so she will be sent to the
library as to not be disturbed by the changing class periods with students coming
and going. The rest of the students will have the whole class period.

Page 3 of 4

NAMEZachary Cokely
WEEK1
PERIODS

SUBJECT

World History

2,3

Day of
Week

FRIDAY September 9th

Topic

French Revolution

Content Std

10.1.4. Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.

Objectives

Students will be able to develop ideas for a political cartoon about the beginnings of
the French Revolution. Students will be able to connect the ideas of Enlightenment to
the French Revolution.

Lesson
Introduction

Students will think like Locke. They will write a brief letter to France telling them
why they should or should not change their government from John Lockes point of
view. Students will discuss the prompt with each other and I will ask for samples. I
will highlight important themes from the Enlightenment in the answers.

Lesson
Body &
Student
Activities

Students will take notes on the beginnings of the French Revolution and participate in
discussion. After the discussion, students will begin their cartoon on the French
Revolution.

Lesson
Closure

The students exit slip will be a description of what they will do their cartoon on. They
dont need to be finished, but they should have an idea of what they want to create.

Assessment
s (EL, PM,
S)

The warm up activity will show what the students remember from John Locke and if
they can relate the information from the Enlightenment to the situation in France.
The political cartoon will not be completed, but I will be able to gauge student
understanding with how they start on the cartoon and how many questions they
have. The exit slip will be a good tool to make sure the students understand the
assignment and the main ideas of the cartoon.

Resources
&
Textbook Pg

Colored pencils and paper will be provided to students. The students need their texts
books to get ideas or a greater understanding of the French Revolution (Chapter 6).

Adaptations

Many examples will be shown along with a written detailed explanation of the
instructions. Students that learn well with visuals will have a cycling powerpoint of
good examples as a constant reminder.

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