LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Joseph Luebbe

Date: February 19-20, 2015

Unit Essential Question: How did the French Revolution reflect the views of Enlightenment?
Lesson Topic: Pre-test, Introduction to French Revolution.

Class: World History

PLANNING THE LESSON

EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
In this lesson, the students and myself will discuss with others issues that they are passionate
about. We will all respectfully listen and engage in conversation about the questions in the
discussion. In this way we will be practicing Nurturing Pedagogy. Each student will have access
to a textbook and primary documents so we will also practice Equal Access to Knowledge.

STANDARDS (www.cde.state.co)
Content:
History 3.c.:
Evaluate the historical
development and impact of
political thought, theory and
actions.

Literacy and Numeracy:

Literacy:
Access and use secondary
sources to explain questions
being researched.

21st Century Skills:

Work Ethic:
Take responsibility for
completion of work.

Literacy and Numeracy:

SWBAT access and use
secondary sources to explain
questions being researched.

Democracy and
21st Century Skills:
SWBAT take responsibility for
completion of work for the
purpose of further developing
a strong work ethic by
submitting the Chapter 20
worksheet assignment.

OBJECTIVES
Content:
SWBAT evaluate the historical
development and impact of
political thought, theory and
actions by analyzing the
World History textbook and
other primary documents to
complete an accompanying
worksheet on the French
Revolution.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completing a worksheet
packet that accompanies
Chapter 20 of the textbook
and other primary documents
will assess the students
knowledge of the political
thought surrounding the
French Revolution and the
major resulting actions taken.

Literacy and Numeracy:

Completing a worksheet
packet that accompanies
Chapter 20 of the textbook
will assess the students
ability to access and use a
textbook to explain questions
being researched.

Democracy and
21st Century Skills:
Students completion of work
will be assessed at the end of
class when the students
submit their worksheet
packet.

Literacy and Numeracy

Secondary source

Democracy and
21st Century Skills
Ethics

KEY VOCABULARY
Content
Old order
Bourgeoisie
Sans culottes
Radical
Revolution
Estate

HIGHER ORDER QUESTIONS for this lesson

Content
What ideas of the Philosophes
did you find in your research
of the French Revolution?

Literacy and Numeracy

What information can we
gather from a secondary
source like a textbook?
What information does a
secondary source lack?

Democracy and
21st Century Skills
How will having a strong work
ethic benefit you in the
workforce of the 21st century?

LESSON FLOW
Time

Anticipatory Set Purpose and Relevance

What would you revolt for?
For the hook, I will ask students to think about the following questions and write
a few of their ideas on a sheet of paper:
What would you start a Revolution for?
What does injustice mean?

Time

Pre-Assessment
Students will be taking a quick, 5-10 minute unit pre-assessment prior to
beginning the lesson on the French Revolution. Students will answer - on a sheet
of paper questions that will be posted on the Smart board. The purpose of this
is to prevent students from feeling insecure about their not knowing the answers
to the pre-assessment and to give the students and myself something to look
back on to compare to their summative unit assessment.

Time

Building Background
Link to Experience: Students just completed a unit on the Enlightenment. The
political ideas that came from the Enlightenment directly influenced the French
Revolution.
Link to Learning: Students will be introduced to the topic of the French
Revolution, which directly followed the Enlightenment period.

Time

Activity Name
What would you revolt for?
Anticipatory Set
For the hook, I will ask students to think about the following questions and write
a few of their ideas on a sheet of paper:
What would you start a Revolution for?
What does injustice mean?

Time

Instructional Input
Input: Students will get their Enlightenment tests back to go over as a class. Then
we will take a pre-test using paper and the Smart board, and conclude with a
worksheet packet that coincides with the textbooks chapter on the French
Revolution.
Modeling: I will model to the students where Chapter 20 can be found and where
the glossary and table of contents can be found.
Checking for Understanding: This will occur as I walk around to keep students on
task and to answer any questions they might have. I will also be able to check for
understanding of the assignment and the content of the textbook when students
submit their worksheet packet.
Models of Teaching:

Cooperative Learning, Concept Attainment, Discussion

SIOP Techniques:
Lesson Preparation, Building Background, Comprehensible Input
Guided Practice:
I will guide a brief discussion during the hook.
Reading , Writing, Listening, Speaking
Students will read the textbook. Write on the worksheet packet. Listen during the
discussion. Speak when called on or volunteering to discuss.
Checking for Understanding:
I will check for understanding of the previous unit during the pre-revolution
discussion. I will check for understanding with the pre-test, and will check the
students worksheet for understanding.
Questioning Strategies:
What is a Revolution?
How did the Philosophes influence revolutions?
How did the climate of France spur a revolution?
What would you revolt for?

Time

Accommodations, Modifications, and Student Adjustments

All IEPs and 504s will be considered. Modifications will be given on an individual
basis in accordance with IEPs and 504s. If a student completes their worksheet
ahead of time, they will be asked to individually research key events from the
French Revolution. If the worksheet is too difficult, I will ask the student to
individually research the key events that occurred before the French Revolution.

Time

Review and Assessments of All Objectives

Content: Completing a worksheet packet that accompanies Chapter 20 of the
textbook will assess the students knowledge of the political thought surrounding
the French Revolution and the major resulting actions taken.
Literacy and Numeracy: Completing a worksheet packet that accompanies
Chapter 20 of the textbook will assess the students ability to access and use a
textbook to explain questions being researched.
Democracy and 21st Century Skills: SWBAT take responsibility for completion of

work for the purpose of further developing a strong work ethic.

Time

Closure
Before the end of class, the students and I will discuss some of the leanings they
came across while researching the textbook and the primary documents. This will
give students the opportunity to ask questions about things they would like to
research for the next class.

Time

Next Step
Continue with lectures and PPTs on the French Revolution.

Post-Lesson Reflection (For the Teacher)

1. To what extent were all objectives achieved?
a. All the objectives were achieved for this lesson and data-driven evidence of
this can be seen through the worksheet. Also, students were able to engage
in a discussion on issues that they felt they would be passionate about
enough to revolt over.
2. What changes would you make if you teach the lesson again?
a. If I could teach this lesson again, I would have my students have more of a
conversation with each other, and less intervention on my behalf. I also think
that the readings (besides the textbook) were a little too difficult for the
students. Next time I will find modern English translations of the documents
so that students have an easier time comprehending the material.
3. What do you envision for the next lesson?
a. For the next lesson, I envision that students will be prepared to build upon
their basic knowledge of the French Revolution and will be able to move on
with the primary causes of the French Revolution. I think that students will
be interested in hearing more about the French Revolution because it is full
of action and students will be able to relate the material to what they
previous learned in the Enlightenment.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?
a. In this lesson, the students and myself discussed with each other the issues
that they are passionate about. We all respectfully listened and engaged in
conversation about the questions in the discussion. In this way we practiced
Nurturing Pedagogy. Each student also had access to a textbook and the
primary documents so we were also able to practice Equal Access to
Knowledge. Students were able to take responsibility for the completion of
their work by submitting the graphic organizer worksheet. This allowed them
to practice the 21st century skill, work ethics.