Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Andrea Gerrits

Date 11/3 80 min Subject/ Topic/ Theme French Revolution Grade _____9_________

I. Objectives
How does this lesson connect to the unit plan?
The French Revolution is a result of the Absolute governments and Enlightenment ideas talked about in past lessons in this unit.
This is the effect of changing ideas and enlightened citizens.

cognitive- physical socio-

Learners will be able to: R U Ap An E development emotiona
C* l

• Understand the 3rd estates point of view on taxes and government during the time right before the Fresh Revolution Un X

• Apply problems of Wealth inequality to the French Revolution Apply x

• Understand the Causes of the French Revolution Un

• Analyze a political cartoon
• Analyze

Common Core standards (or GLCEs if not available in Common Core) addressed:

K1.7 Understand social problems, social structures, institutions, class, groups, and interaction.
5.3.5- Europe though the 18th Century- Analyze the major political, religious, culturally, and economic transformations in Europe

K1.7-Understand
5.3.5- Analyze

II. Before you start

Identify prerequisite
knowledge and skills.
Students will need to understand the implications and effects of Absolute governments, taxes and
wealth inequality. They need to understand the events of the Enlightenment and how/way ideas
changed.
Pre-assessment (for learning):
Simulation allows student to understand the 3rd estate/ causes of the French Revolution. If they do not
understand the situation of inequality, they may better understand it after the simulation.

Formative (for learning):

Ask Students to respond to questions in table groups and then as a class. Teacher checks in with each
Outline assessment table and sees what they think. Bring whole class together to talk about main ideas discussed.
activities
(applicable to this lesson) Formative (as learning):
Political Cartoon Analyses sheet allows teacher to determine students level of engagement and understanding of
materials covered so far.

Summative (of learning):

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

Simulation allows personal
interactions with other students
and self regulations of both
social situations and learning
activities
What barriers might this
lesson present?
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Students are asked to apply wealth
inequality and social systems to the
French Revolution and problems of
today.
Students can take time
understanding the connections
between the simulation and lecture
on own time but are informed over
time about the connections between
the lecture and simulation
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Students have an open floor for
questions and collaboration
opportunities during discussion,
Political cartoon activity, and
simulation
Students will be shown the life
of the 3rd estate in the
simulation, stories during
presentation, triangular display,
and percentages
Students are able to
communicate with people and
the whole class during the
simulation and are allowed to
communicated with each other
during the Political Cartoon
activity and discussion

The topic is relevant to current
philosophy on government roles,
results of oppression, and ideas
about taxation and problems of
wealth inequality
Social simulation about wealth Simulation contributions to
inequality is followed by a social and physical interactions
debrief, video, and real life
examples of wealth inequality

- French fake money (65 sheets)

- Placement cards and description sheets
Materials-what materials - Scissors
(books, handouts, etc) do - Guided Note sheet
you need for this lesson - Writing utensil
and are they ready to use? - Powerpoint
- Picture analysis sheet
- Simulaiton debrife sheet

How will your classroom
be set up for this lesson?
There will be almost 3 equal sections of chairs and desks separated from each other. Students will be
placed in different sections, most of them will be confined to a single section with not enough chairs
or desks for everyone.
When simulation is over, students will move desks and tables back to normal 8 tables with 3-4 people
at each table

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1 Welcome students

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 Welcome students
35 Simulation

“You are each members of the French Society in
1789. You all have different roles in society, some -Students listen to instructions
of you are farmers, others blacksmiths or nobility.
But each of you has a rank in society, 1st, 2nd, and
3rd estate. So I will pass out slips of paper that will
determine what section you are in. Wait until
everyone gets their sheets before you move around.
There are designated spots in the room for each
Estate. From that point, there will be different
Motivation responsibilities. I will put those responsibilities on
(opening/ the projector when we all get to our spots”
introduction/
engagement) -Pass out slips and let students find their spot
-Pick slip and find spot in classroom

-Put responsibilities on the projector and set a timer
for 4 minutes -Students read over responsibilities and begin task

-Collect taxes and distribute money to rich -Count money and give taxes to government, nobility,
and church
-Start round again but with only 2 minutes -Collect
taxes and distribute money to rich

5 -“We just were shown how wealth inequality is

unfair, but this problem is still present today. This
video describes global wealth inequality, which
was also a problem during the French Revolution. I
--If students know about wealth inequality,
will post the questions on one wall and project the have them give ideas
video on the other two so you can have a reference
as the video plays. You don’t need to write these -Students respond to questions about video
down but we will discuss the questions after the
video” and provide ideas for discussion


—Ask students to respond to questions about video

11
Lecture

Causes

-Explain diagram/ put both on screens
 -students are encouraged to write different
Development Watch 4 min of ted ed video: Highlight thing we causes on note sheet but will be asked to
(the largest talked about already and write down new causes or
component or information
 write down the American Revolution and
main body of -American Revolution and Taxation taxation
the lesson)
6
Political cartoon

-Ask students to look at the cartoon for 3 min and -Students will analyze political cartoon based
come up with responses to questions
one three estates
The Three Estates

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6
Phase One: Constitutional Monarchy

Estates General

National Assembly

Declaration of Rights of Citizens and of Men

6 Closure -Ask students to connect ideas talked about in the -Students work on debrief of simulation then talk
(conclusion, lecture to the simulation about simulation and lecture in groups
culmination, -Students are asked to also fill out debrief sheet
wrap-up)
-Bring class to group discussion about wealth -Students contribute to class discussions
inequality and reasons for the French Revolutions
and events of it

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Make the simulation shorter so there is more time for document study and student guided work. I would like to add more
student based work about the French Revolution but my teacher wanted me to cover all of these topics.

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