Goals and Objectives
Students will learn about the French Revolution, why and how it happened, and to the extent of it overall success
Students will identify and analyze the effects of the American Revolution on other nations such as France
Students will identify and analyze the effects of the American Revolution on other nations such as France
California State Content and Common Core Standards
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
3. Analyze how the American Revolution affected other nations, especially France.
Common Core Standards 6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. California State Content and Common Core Standards
3. Analyze how the American Revolution affected other nations, especially France.
Common Core Standards 6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. California State Content and Common Core Standards
Lesson Introduction
In the beginning the instructor will ask students to complete a journal entry simulating the life of a colonist. They will be able to choose from three different roles and write the answers to the following questions depending on the position chosen:
1) As a Patriot, are you excited or scared for the American Revolution? Why do you feel like you should fight for your independence?
2) As a Loyalist, are you excited or scared for the American Revolution? Do you feel outnumbered? How can you help defeat the rebellion and prevent it from happening?
3) As a neutral citizen, how do you feel about the war for independence? Who do you think will win? How will your life change if the group you think will win actually win? Will it be helpful or not?
1) As a Patriot, are you excited or scared for the American Revolution? Why do you feel like you should fight for your independence?
2) As a Loyalist, are you excited or scared for the American Revolution? Do you feel outnumbered? How can you help defeat the rebellion and prevent it from happening?
3) As a neutral citizen, how do you feel about the war for independence? Who do you think will win? How will your life change if the group you think will win actually win? Will it be helpful or not?
Vocabulary
The vocabulary experienced during the lecture will largely include a review of terminology seen in the previous lessons on the American Revolution. New terms will be included in the Sliderocket presentation as well as reviewed during the class Venn Diagram creation activity. The words include:
Storming of the Bastille
The National Assembly
The Declaration of Rights of Man and Citizen
Tennis Court Oath
Estates General
Storming of the Bastille
The National Assembly
The Declaration of Rights of Man and Citizen
Tennis Court Oath
Estates General
Content Delivery
The teacher will briefly lecture on the French Revolution for students to fill in the gap of what they are missing in terms of information. The teacher will post various sentences all around the room describing the French and American Revolutions. These sentences include:
King Louis XVI was the king overthrown.
King George III was the king overthrown.
This occurred in France.
This occurred in America.
Independence Day occurred on July 14th, 1789 with the Storming of the Bastille.
Independence Day occurred on July 4th, 1776 with the signing of the Declaration of Independence.
The Declaration of Rights of Man secured the rights to liberty, property, security, and resistance from oppression.
The Declaration of Independence secured the rights to life, liberty, and the pursuit of happiness.
The peasants paid the most taxes.
The colonists paid the most taxes.
The Estates General was the legislative branch.
Parliament was the legislative branch.
The National Assembly was formed.
The Continental Congress was formed.
The First “Battle” was the Storming of the Bastille.
The First “Battle” was Lexington and Concord.
In the end, they won.
In the end, they lost.
They were inspired by the Enlightenment Ideas.
“Life, liberty, and property” are directed referenced to in their constitutional documents.
High taxes were given.
The Great Awakening inspired some elements of this Revolution.
This side helped the other side during their revolution.
This side was inspired by the other side.
This revolution was bloodier.
Natural rights was wanted by them.
This side excluded women from its Revolution.
The teacher will then hand out students a Venn diagram that contrasts the two revolutions. Students will be given time to walk around the room and fill out the diagram in the appropriate bubbles. When that portion of the lesson is done the teacher will review with the students the proper placement of all the information, elaborating on any further questions they may have on the French Revolution.
King Louis XVI was the king overthrown.
King George III was the king overthrown.
This occurred in France.
This occurred in America.
Independence Day occurred on July 14th, 1789 with the Storming of the Bastille.
Independence Day occurred on July 4th, 1776 with the signing of the Declaration of Independence.
The Declaration of Rights of Man secured the rights to liberty, property, security, and resistance from oppression.
The Declaration of Independence secured the rights to life, liberty, and the pursuit of happiness.
The peasants paid the most taxes.
The colonists paid the most taxes.
The Estates General was the legislative branch.
Parliament was the legislative branch.
The National Assembly was formed.
The Continental Congress was formed.
The First “Battle” was the Storming of the Bastille.
The First “Battle” was Lexington and Concord.
In the end, they won.
In the end, they lost.
They were inspired by the Enlightenment Ideas.
“Life, liberty, and property” are directed referenced to in their constitutional documents.
High taxes were given.
The Great Awakening inspired some elements of this Revolution.
This side helped the other side during their revolution.
This side was inspired by the other side.
This revolution was bloodier.
Natural rights was wanted by them.
This side excluded women from its Revolution.
The teacher will then hand out students a Venn diagram that contrasts the two revolutions. Students will be given time to walk around the room and fill out the diagram in the appropriate bubbles. When that portion of the lesson is done the teacher will review with the students the proper placement of all the information, elaborating on any further questions they may have on the French Revolution.
Student Engagement
Students will first take Cornell notes on the French Revolution lecture as the teacher is presenting. Students will then walk around the room as they complete the appropriate Venn Diagrams. They will be expected to do this work on their own and quietly. Towards completion, students will volunteer and give their answers to what they placed on the various bubbles, so the entire class will have both appropriate and sufficient information.
Lesson Closure
The teacher will close the lesson by explaining what students will do at home for homework. They will download a .rwt file from the class website, import it into http://www.readwritethink.org/files/resources/interactives/venn_diagrams/, complete the appropriate Venn Diagram (which reviews the entirety of what they learned in class), save it as a PDF, and print it out to bring to class the next day.
Assessment
Students will be assessed by their completion of their Venn diagram using progress monitoring techniques during the duration of the lesson. The teacher will patrol the classroom ensuring students place information in the correct bubble of the Venn diagram (informal assessment). The point of the review after the students complete the assignment is to ensure all students have appropriate information.
Having learned the information in class, a formal assessment will be done later when the students bring the completed online Venn Diagrams to class the next day. This interaction strategy will allow the teacher to see if students are able to connect what they learned in the classroom with additional activities they do at home away from said classroom.
Having learned the information in class, a formal assessment will be done later when the students bring the completed online Venn Diagrams to class the next day. This interaction strategy will allow the teacher to see if students are able to connect what they learned in the classroom with additional activities they do at home away from said classroom.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Allowing for simpler sentences and having reading done in fragments around the classroom accommodates for English Learners. Having the review at the end assures all students have equal access to the information. The online activity they complete can be done using the notes they learn in class (and does not add any new or additional information). Cornell Notes allows for students to adequately learn how to take information.
Lesson Resources
Venn Diagram Maker here: http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
Slide Rocket Presentation: http://portal.sliderocket.com/CDASO/The-French-Revolution
Slide Rocket Presentation: http://portal.sliderocket.com/CDASO/The-French-Revolution