Lesson Plan # 1 Secondary History / Social Studies

Course Lesson Topic & Unit Name Instructor Date(s)

World History
Lesson Essential Question (LEQ) or
Learning Objective (LLO)
Content Standard
Enter objectives from NCS Discipline-specific
strands (History, Civics & Government, Economics,
Geography, Behavioral Sciences)
Inquiry (Skill) Standard
Enter objectives from NCS Inquiry Strand
Activity
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
Acquisition
The French Revolution (2 days) / Revolutions Ms. Elizabeth Vaughan October 15th & 16th
How did the French Revolution spark the age of global revolutions?
● WH.H.1.1 - Distinguish key turning points in world history in terms of multiple causes and outcomes
● WH.B.2.1 - Explain how shared values and beliefs of a culture impact national, tribal, and group identity, now and in
the past
● I.1.3 - Gathering and Evaluating Sources
Details of Activities Purpose-Rationale Time
Provide the necessary setting, steps, materials, and prompts. Why are students doing this activity? How does the Provide estimated
Be explicit so any substitute teacher can effectively conduct activity align to the content and skill standards and/or minutes in each
your lesson. LEQ/ LLO? row
Bellringer: As students enter class there will be This lesson is the first of the revolution unit 10 minutes
the French Revolution base painting Promis'd and this bellringer should get students
Horrors of the French Invasion, - or - Forcible beginning to think about revolutions, as well as
Reasons for Negotiating a Regicide Peace' by what the French Revolution might have looked
James Gillary, on the screen. Gillary’s painting like. Students will have the opportunity to
will be on the first slide of the lecture google deploy the 1.1.3 standard of gathering and
slides to cut down on needed transition time. evaluating sources, through the analysis of a
Also on the screen will be 3 questions 1. What secondary image in establishing ideas of the
stands out to you within this image? 2. Based on French Revolution.
the image and any prior knowledge, what do you
think happened during the French Revolution?
3. Do you think all revolutions look like this?
Students will be asked to think critically about
these questions, and after students have had a
few minutes to analyze the image, they will be
asked to describe what they have seen and how
it might be connected to the French Revolution.
Students will have the opportunity to call out
their responses or build off of comments made
by their peers, and the analysis portion should
be more conversational and less formal.
A google slides presentation will follow the Through having a presentation students will be 20 minutes
bellringer, covering key events within the French able to visualize the events of the revolution,

ASU Dept. of History· History Education Program· 2021-2022

How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Accommodations
What adjustments are you making for diverse
learners (ELLs, struggling readers, gifted &
talented)?
Extending & Refining II (individual)
How do students (and the teacher) know if they
are mastering the content and/or skills for this
lesson? [Formal, informal assessments to measure
learning]
Revolution including: its causes, the storming of
the Bastille, and the Reign of Terror. Important
foundational documents such as the Declaration
of the Rights of Man will also be covered.
Throughout the presentation students will have
the opportunity to participate in open ended
discussions involving the pivotal events.
Students will be asked to individually compare
The Declaration of the Rights of Man with the
Declaration of the Rights of Women and Female
Citizens, noting similarities and differences
between the two primary documents. Both
documents will be previously covered within the
acquisitions section, so students will have already
seen images of the documents and will possess a
basic understanding of their individual
significance. Students will have access to a
translated copy of each document via a link and
posted copy to the google classroom, and extra
printed versions will be available if needed. After
5 to 10 minutes of individual reading time,
students will then get the chance to participate
in a fishbowl discussion, where students will
discuss their comparisons and thoughts in
groups of 5. While the 5 students are discussing
the rest of the class will listen and build off the
discussions occurring. Time dependent 2 to 3
fish bowls should occur.
The google slides presentation within the
acquisition section is composed mainly of
pictures and lectures allowing for different
learning styles, such as auditory and visual
learners, to learn the material.
Students will individually research a prominent
figure from the French Revolution and write a
paragraph describing the person'’s role within
the revolution. Students can pick from the
following figures: Marie Antionette, Jacques-
Pierre Brissot, Maximilien Robespierre, or
and be provided with a base knowledge going
into the rest of the lesson. Student should be
able to better answers the LEQ by the end of
the 20 minutes, as well as present an
understanding of the lesson standard
(WH.H.1.1)
This activity provided students with the chance 30 minutes
to compare two primary documents, allowing
for the application of the I.1.3 inquiry standard.
Additionally when the Declaration of the
Rights of Man was first written it was intended
to only be applied to France’s male citizens.
The Declaration of the Rights of Women
(1791) served as a counter remark advocating
for female rights as well, and resulted in the
author's imprisonment. The context behind its
creation helps support the WH.B.2.1 standard.
Shared values sparked the creation of both
documents, with each group wanting to
present their ideas to the public. Possessing an
understanding of these documents will help in
further discussions of revolutions as well.
Through including more pictures and lectures
throughout the acquisition section, students
with different learning styles are given the
same chance to learn the material and
participate in class.
This exercise allows students to gain 20 minutes
experience researching and formatting
opinions based on evidence and further
developing their 1.1.3 inquiry standard.
Through allowing students to research
information based on personal interests they
ASU Dept. of History· History Education Program· 2021-2022

Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Assessments
Napoleon Bonaparte. Within their paragraph,
they should look at the role their figure played,
their background, and how they feel the
revolution would have been different if they had
not been a part of it. Students are able to use
notes as well as documents, and the internet to
form their claims. The internet will more than
likely have to be used, as students will be asked
to develop claims about their historic figure
using evidence. 4 to 5 sentences should be
written during the time given.
To wrap up the topic of the French Revolution
for the day, students will be asked to share one
or two things that they have learned or did not
know before the start of class. This will be an
informal discussion and students are welcomed
to call out what they learned and build off of
previous peer comments.
Formative - Informal
Explain how formative assessment measures progress
The fishbowl activity used in extending and refining 1
allows students to voice what they have learned thus
far, and serves as an informal formative assessment.
Additionally, by asking students what they learned as a
closure activity, what still needs to be covered or
revistsisted is informally assessed.
are able to broaden their knowledge of the
French Revolution, and gain practice
researching using primary and secondary
documentation. This activity also helps
students develop their WH.H.1.1 standards
through analyzing revolutionary figures and
how they affected the creation of key events
within world history.
This activity serves as a way to informally 10 minutes
gauge where each student is at in terms of
understanding. It allows me ( the teacher) to
better understand what my students are
interested in and are struggling with before
proceeding to the second day of the lesson.
Additionally, by determining what they are
having issues with, allows me to better prepare
for any review that needs to take place before
proceeding.
Summative - Formal
Explain how summative assessment measures learning
There are no summative assessments in this lesson.
ASU Dept. of History· History Education Program· 2021-2022
DAY 2
Activity
Pre-Lesson
How do you prepare students for content & skills
acquisition, or use students’ prior knowledge? How
do you open this new lesson?
Acquisition
How will students acquire new content or skills? Is
acquisition teacher or student-centered?
[Explain lesson goals by emphasizing LEQ/LLO]
Extending & Refining I (group)
How will students practice new content and skills
by working with classmates? How does this activity
promote historical thinking skills and using
primary/secondary sources?
Details of Activities
Provide the necessary setting, steps, materials, and prompts.
Be explicit so any substitute teacher can effectively conduct
your lesson.
Bellringer: As students enter the room there will
be 2 images displayed on the screen, one
depicting the Storming of Bastille and the second
an actual picture of the United States Capital
Riots that took place in January of 2021.
Students will be asked to compare and contrast
the two images silently, before entering into an
open class discussion of the two. As students are
analyzing they will be asked to point out any
differences and similarities they might notice, no
matter how large or small they may be. Students
should be steered away from presenting personal
bias, and their comparisons should be as non
biased as possible.
Students will finish up the presentation from Day
One, this time looking at the long and short
term effects of the French Revolution on
modern day society and in the establishment of
the age of revolutions. This will be a relatively
short presentation and will have time after for
student questions about anything related to the
topic of the French Revolution.
Students will have the opportunity to participate
in the trial of King Louis XVI similar to what
would have been done under the First Republic.
The class will be divided into three groups with a
third serving as the jury, a third defending Louis
XVI , and a third fighting for his dismissal. Each
group will be given 15 minutes of preparation
time to discuss their point and formulate their
arguments. The proportion of the class serving
as the jury will be given a short article on the
importance of being an impartial judge in order
to avoid any potential biases or downtime.
Purpose-Rationale Time
Why are students doing this activity? How does the Provide estimated
activity align to the content and skill standards and/or minutes in each
LEQ/ LLO? row
The purpose of this activity is to get students 5 minutes
thinking about the events of the French
Revolution in a modern context by comparing
it to an event that many of the students lived
through or were aware of when it was
originally happening. Additionally, this
bellringer allows students to use the 1.1.3
standard of gathering and evaluating sources,
though having to compare and contrast two
primary images.
This presentation provides students with an 15 minutes
understanding of the WH.H.1.1 standard as
well as the LEQ. Following this section,
students should be able to demonstrate an
understanding of the French Revolution’s long
term effects, and role in future revolutions.
By having students participate in a mock trial 40 minutes (15
they can demonstrate their understanding of for group
the Reign or Terror and power shift preparation
experinced throughout the French Revolution. and 25 for the
Students have the opportunity to use both actual trial)
primary and secondary documents in the
establishment of an argument allowing for the
demonstration of the I.1.3 inquiry standard.
The standard of WH.B.2.1. is also being
exercised by having students step into the
mindset of the different groups that
contributed to the revolution. Through doing
ASU Dept. of History· History Education Program· 2021-2022

Accommodations
What adjustments are you making for diverse
learners (ELLs, struggling readers, gifted &
talented)?
Extending & Refining II (individual)
How do students (and the teacher) know if they
are mastering the content and/or skills for this
lesson? [Formal, informal assessments to measure
learning]
Closure
How do students put it all together for today’s
lesson? The closure activity helps tie this lesson to
the overall unit. Re-emphasize LEQ/LLO,
UEQ/ULO, and “big picture” understanding
Following the 15 minutes, each side will present
their arguments to the jury as to why King Louis
XVI was or was not an effective ruler. Groups
are expected to use material covered in class as
well as any secondary or primary documents
they may have found on the subject. After
hearing both sides' points the jury will deliberate
and determine the verdict.
Students will be given more time to complete
the worksheet during Extending and Refining 2 if
needed, or may take the worksheet home to
complete if not compete in class.
Students will be given a worksheet summarizing
the French Revolution, with questions pertaining
to the important figures, events, and ideas.
Students will work individually to complete the
worksheet and are welcome to use any
resources they can find, whether that be through
use of the internet, lecture notes, or the
secondary/primary documents. The worksheet
will be previously shared with students via the
google classroom and a few printed copies will
be available if needed.
To conclude the topic of the French Revolution
students will be asked to think about what they
would do if put in the same situation as the
people of France. Students will be asked the
questions: “Knowing what you know about the
French Revolution, how do you think you would
react hearing about it as a member of an
oppressed society? After seeing the success the
French had through revolution, would you
consider it as a way to better your own society?”
To answer these questions they should work
either with one or two other people and discuss
their decision.
Formative - Informal
this they can further learn how shared values
can contribute to change. This activity allows
students to put what they have learned into
real world application through a criminal
investigation and trial.
Through providing students with more time if
needed, they will not feel rushed or
overwhelmed to complete it. Students can
spend their time sharing what they have
learned, without feeling pressured for time.
Through completing a worksheet students will 25 minutes
be able to demonstrate their knowledge of the
French Revolution. Through its completion
students are able to demonstrate their
mastery of the WH.H.1.1 standards. The
purpose of this activity is to summarize and
finalize the topic of the French Revolution,
before moving to a new topic.
This activity helps tie students back to the 5 minutes
LEQ and it guides them into thinking about
how influential the French Revolution was in
the creation of the Global age of revolutions.
By having this as a final lesson activity it
prepares students to start thinking about
other revolutions and their causes.
Summative - Formal
ASU Dept. of History· History Education Program· 2021-2022
Assessments
Materials & Supplies
Sources & Notes
Where did you research content for today’s lesson?
Where did you find helpful information, primary &
secondary sources, and lesson plan ideas?
Explain how formative assessment measures progress Explain how summative assessment measures learning
The worksheet given within extending and refining 2 There is no summative assessment for this lesson.
serves as an informal way to gauge what students have
learned thus far.
● Printed copies of day 2 worksheets ● Printed copies of The Deceleration ●
of the Rights of Man and The
Declaration of the Rights of
Women and Female Citizens
Sources (Chicago Manual of Style) Notes to self
● France: Declaration of the Right of Man and the ● There is one powerpoint for both days, day one ends on
Citizen, 26 August 1789 the timeline and begins with the day 2 bellringer.
● Gillary, James. “'Promis'd Horrors of the French ● During the bellringer for day 2, monitor the conversation
Invasion, - or - Forcible Reasons for Negotiating a for biases and plan accordingly.
Regicide Peace',” October 20, 1796. National Portrait
Gallery.
● "Olympe de Gouges, 'Declaration of the Rights of
Woman and Female Citizen,"' in Darline Gav Levy, H.
Applewhite, and M. Johnson, eds., Women in
Revolutionary Paris, 1785­1795 (Urbana, IL: University
of Illinois Press, 1979), pp. 92­96.
ASU Dept. of History· History Education Program· 2021-2022