LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name: Joseph Luebbe

Date: February 23, 2015

Unit Essential Question: How did the French Revolution reflect the views of Enlightenment?
Lesson Topic: The causes of the French Revolution.

Class: World History

PLANNING THE LESSON

With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Students that require copies of the notes to assist with note taking will receive this per their IEP
or 504. Students without a laptop will be given ample to time to take notes. Each student will
have access to a textbook, as well. Because of all this, we will be practicing Equal Access to
Knowledge.

STANDARDS (www.cde.state.co)
Content:
History 2.b:
Investigate causes and effects
of significant events in world
history

Literacy and Numeracy:

Employ standard English
language properly and
fluently in reading, writing,
listening, and speaking.

Democracy and
21st Century Skills:
Read, write, listen and speak
effectively.

Literacy and Numeracy:

SWBAT employ standard
English language properly and
fluently in reading, writing,
listening, and speaking by
taking notes and participating
in a discussion on the causes
of the French Revolution.

Democracy and
21st Century Skills:
SWBAT read, write, listen and
speak effectively for the
purpose of further developing
the students communication
skills.

OBJECTIVES
Content:
SWBAT investigate causes and
effects of significant events in
world history by analyzing the
major events leading to 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:
Students will be
formatively assessed
on the previous days
lesson on what the
textbook says about
the French Revolution
by submitting their
worksheet.
Students will be
formatively assessed
on the events leading
to the F.R. by creating
a timeline that will be
progressively worked
on throughout the F.R.
unit.

Literacy and Numeracy:

Students will be
assessed by engaging
in a discussion on the
causes of the F.R. and
by my observing their
notes and asking
questions during the
lecture.

Democracy and
21st Century Skills:
Students will be
assessed by engaging
in a discussion on the
causes of the F.R. and
by my observing their
notes and asking
questions during the
lecture.

Literacy and Numeracy

Standard English Language

Democracy and
21st Century Skills
Communication

KEY VOCABULARY
Content
Bastille
Estates
Sans culottes
National Guard
Feudal system

HIGHER ORDER QUESTIONS for this lesson

Content
How did the actions
taken by the 3rd Estate
put into motion the
French Revolution?
What role did the
beliefs of the
Enlightenment take in
causing the F.R.?

Literacy and Numeracy

Democracy and
21st Century Skills
How will properly
How will
implementing the
standard English
communicating
language improve your
effectively improve
chances of success
your chances of
outside of the
success outside of the
classroom?
classroom?

LESSON FLOW
Time

Anticipatory Set Purpose and Relevance

The purpose of the anticipatory set is to formatively assess the students on the
previous classes textbook lesson. It will end with a discussion on what the
textbook says the causes of the F.R. are.

Time

Pre-Assessment
Students will engage in a discussion on what the causes of the F.R. are.

Time

Building Background
Link to Experience: in the previous lesson, the students learned what the
textbook says about the F.R.
Link to Learning: Students will reinforce their knowledge of the causes of the F.R.
by engaging in a discussion and by taking notes during direct instruction.

Time

Activity Name
But the textbook says
Anticipatory Set
Students will engage in a discussion after completing their worksheet in the first
few minutes of class. The discussion will be to talk about what the textbook says
about the FR.

Time

Instructional Input
Input: Students will complete the worksheet and engage in a discussion. Then
they will receive direct instruction and take notes. Finally they will apply what
they learned by creating a running timeline of events.
Modeling: I will model what the timeline should look like by creating an entry
into my own timeline. I will highlight the notes that I would take if I was receiving
this lecture.
Checking for understanding: Will occur at the beginning of class in a discussion,
during the lecture by asking quick assess questions, and finally by checking
students timelines.

Models of Teaching: Direct Instruction, Discussion

SIOP Techniques: Lesson Preparation, Building Background, Comprehensible
Input
Guided Practice: Students will have the opportunity for guided practice during
the lecture and during their timeline project.
Reading , Writing, Listening, Speaking: Students will read the powerpoint, write
or type their notes, listen to my lecture, and speak when they have a question or
comment on the lesson or responding to a fellow students comment or question.
Checking for Understanding: Will occur at the beginning of class in a discussion,
during the lecture by asking quick assess questions, and finally by checking
students timelines.
Questioning Strategies:
What are some of the causes of the FR?
What are some lingering Enlightenment ideals in both the FR, and today?
Were the Sans Culotte justified in their attack on the Bastille?
Was the oppression of the monarch worthy of an upheaval?
Independent Practice: Students will receive independent practice while they are
creating their running timeline.

Time

Accommodations, Modifications, and Student Adjustments

The lesson will be differentiated for a variety of learning styles. Students that
require accommodation or modifications will receive them per their IEP or 504.

Time

Review and Assessments of All Objectives

Content: Students will create a timeline to show me at the end of class as a ticket
out the door.
Literacy and Numeracy: Students note taking and discussion will be observed and
questioned (if required) by me. The students timeline will also act as a formative
assessment.
Democracy and 21st Century Skills:
Students will be assessed by engaging in a discussion on the causes of the F.R.
and by my observing their notes and asking questions during the lecture.

Time

Closure
Students will create a timeline what the most important causes of the FR.

Time

Next Step
Continue the unit by talking about the blood and terror of the French Revolution.

Post-Lesson Reflection (For the Teacher)

1. To what extent were all objectives achieved?
a. All of the content, literacy, and 21st Century objectives were met through a
variety of formative assessments and checking for understanding. The
students and I knew that we met these objectives by looking over them
before the end of class and asking ourselves if we felt that we met those
objectives.
2. What changes would you make if you teach the lesson again?
a. The discussion on the document comparison did not go so well. I found that
the topic of primary and secondary sources needed something extra to make
it interesting. I think next time we have a discussion on the differences in
sources, I will have some examples of stark contrasts in history (e.g. The
romantic view of the south after the Civil War versus the reality), as well as
begin with more time for the students to process the question.
3. What do you envision for the next lesson?
a. For the next lesson, I envision students being excited to talk about the blood
and terror that came with the change in politics during the French
Revolution. I think because of this I will be engage those students that are
otherwise normally disengaged.
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. Students received equal access to knowledge this lesson, as well as being in
safe classroom environment to freely discuss without the fear of being
ridiculed. This lesson improves upon the students 21st century
communication skills.