This lesson will focus on the events of 1789 that started the French Revolution. Students will examine how each event caused the revolution to become more widespread and radical.
Goals & Objectives
Goals: Consider how a revolution radicalizes over time
Objectives: Students will be able to summarize the major events of 1789
Students will complete a graphic organizer to show cause and effect
Objectives: Students will be able to summarize the major events of 1789
Students will complete a graphic organizer to show cause and effect
California State Content Standards
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Driving Historical Question
What were the main events of the moderate phase of the French Revolution?
Lesson Introduction
I will begin the lesson by writing on the board the phrase “Liberty, equality, fraternity”. I will ask students to take a few moments and think about what they think these words mean. I will then have students briefly write down whatever associations they have with these phrases. Then students will share their answers with peers and we will discuss several answers as a class. I will explain that this became the slogan of the French Revolution and today we are going to read about how it developed.
Vocabulary (Content Language Development)
I will lead a discussion and explain new vocabulary during the anticipatory set. Students will start to explore the words liberty, equality, and fraternity.
During the pre-reading I will discuss and define bold vocabulary like National Assembly, Tennis Court Oath, Storming the Bastille, and the Great Fear.
The vocabulary will be reinforced when students work on their timelines.
During the pre-reading I will discuss and define bold vocabulary like National Assembly, Tennis Court Oath, Storming the Bastille, and the Great Fear.
The vocabulary will be reinforced when students work on their timelines.
Content Delivery (Method of Instruction)
I will ask students to turn to page 220 in their textbook. I will model how to pre-read a section by going through each header and pausing on the underlined vocabulary terms. I will ask students questions about what they already know and what they think some of the terms might mean. I will ask students to examine the picture on page 221 and briefly discuss what they see. I will read aloud the first few paragraphs and ask students review questions about the three estates and the personality of Louis XVI. By activating this background knowledge students will be better prepared to tackle the rest of the section.
Student Engagement (Critical Thinking & Student Activities)
Students will be given a graphic organizer, which shows the cause and effect of events in the year 1789. Students will read the section independently and then students will work in pairs to complete the graphic organizer with the important events that made up the moderate phase of the French Revolution. Students will fill in the organizer with major events and write explanations about the significance of each event. This organizational strategy will help students understand how the revolutionary ideas were spreading and how the people were becoming more radical.
Lesson Closure
In order to integrate the new knowledge explored in the lesson, I will end the lesson with a short journal entry to be shared the following day. I will ask students if they think the revolution was inevitable or if it could have been prevented.
Assessments
There will be a formative assessment in the form of a Think, Pair, Share, during the lesson introduction. As students work on the graphic organizer, I will walk around the room and check for understanding by observing and questioning pairs. The students will turn in their graphic organizers and I will check their work before and review their answers before continuing on to the next session. The lesson ends with a journal entry that will be used as a formative assessment the following day when students share responses.
Accommodations for English Learners, Striving Readers and Students with Special Needs
For English Learners, I will pause and discuss/ define the new content vocabulary. English Learners will also have the opportunity to discuss ideas with pairs/groups before sharing to the class as a whole. Striving readers will be able to preview the chapter with the teacher and watch as pre-reading skills are modeled. They will also have the vocabulary defined for them before they begin the section. Students with Special Needs will work in small groups and use the graphic organizer to better guide their reading and ideas.
Resources
Textbook: Modern World History: Patterns of Interaction, Graphic Organizer