NAME Zachary Cokely SUBJECT World History

WEEK3
PERIODS 2,3

WEEKLY LESSON PLANS

Day of
Week

MONDAY

Topic

Metternich & Congress of Vienna

Content Std

10.2.4 Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.

Objectives

Students will be able to analyze the Congress of Vienna and connect the ideas of the
resolution to the impact going forwarding European relations.

Lesson
Introduction

Students will start with a handout that asks them to number the events of the French
Revolution from the rise of the 3rd estate to the Congress of Vienna.

Lesson
Body &
Student
Activities

Students will have a brief discussion on the congress of Vienna and the lasting
impact it may have on the European landscape going forward. Students will take
notes and participate in discussion as we walk through the timeline. This will also be
used as a review for the test the next day. I will cover the subjects on the test and
tell them how many questions there are for each topic.

Lesson
Closure

The students will use the group learning technique to teach and learn from each
other on the parts of the last chapter that they are unsure about.

Assessment
s (EL, PM,
S)

The timeline will be used as a review for the students to refresh on the timing of the
events. They will be using this to check for understanding and I will be using it to
monitor progress. The review technique at the end of class will give students a
chance to strengthen the concepts that are unfamiliar or that need improvement.

Resources
&
Textbook Pg

Timeline handout textbook chapter 7.5

Adaptations

Students that take more time to complete tasks will have a completed timeline and
instead will have to determine what order the events took place instead of
completing the boxes of the timeline.

Day of
Week

TUESDAY

Topic

Test

Content Std

10.2.4 Explain how the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic empire.

Objectives

Students will be able to demonstrate their knowledge of the French Revolution by

taking a test including a short answer

Lesson
Introduction

Students will have 5 minutes to review for the test when they get into the room.

Lesson
Body &
Student
Activities

Students will take a test featuring multiple choice, matching, and short answer
questions.
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NAME Zachary Cokely SUBJECT World History

WEEK3
PERIODS 2,3
Lesson
Closure

Students will submit their tests

Assessment
s (EL, PM,
S)

I will walk around while they share ideas monitoring their progress on the project.
The discussion will be an assessment on their ability to understand the Frances
situation as the Revolution happens. The final assessment will be the students
working on their political cartoon with me circulating the room to answer questions.

Resources
&
Textbook Pg

Chapter 7 test

Adaptations

Students that need more time to take the test will be sent to the library as to not be
disrupted by the next class.

Day of
Week

WEDNESDAY

Topic

Latin American Revolutions

Content Std

10.2.1 Compare the major ideas of philosophers and their effects on the democratic
revolutions in England, the United States, France, and Latin America (e.g., John
Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas
Jefferson, James Madison).

Objectives

Students will be able to compare the revolutions of France and England to those in
Latin America.

Lesson
Introduction

Students will execute a quick write of the following prompt: What did the French and
Glorious (English) revolution have in common? how were they different? Students
will discuss their answers.

Lesson
Body &
Student
Activities

I will engage with the students in a brief discussion about the Latin American
revolutions and the common ideas that ran through them. They will learn how the
ideas of the time helped these countries gain their independence. Students will then
compare the Latin American Revolutions to the European Revolutions through a
handout.

Lesson
Closure

Students will write a tweet from one Latin American country to a European country
about the impact they had on their revolution.

Assessment
s (EL, PM,
S)

The exit slip will make the connection from one country to the next through the
tweet. The next assessment (the handout). This will be the bulk of the learning and
engagement for the students.

Resources
&
Textbook Pg

Handout, Chapter 8.1 in the textbook.

Adaptations

One student will be able to compare fewer countries as they require more time to
complete assignments. Additionally, students will be given vocabulary instruction at
the top of the handout to help them with the assignment.

Page 2 of 4

NAME Zachary Cokely SUBJECT World History

WEEK3
PERIODS 2,3
Day of
Week

THURSDAY

Topic

Nationalism in Europe

Content Std

10.2.5. Discuss how nationalism spread across Europe with Napoleon but was
repressed for
a generation under the Congress of Vienna and Concert of Europe until the
Revolutions
of 1848.

Objectives

Students will be able to compare the ideas of nationalism that Napoleon brought to
France with other countries in Europe while contrasting the method and result of the
nationalism.

Lesson
Introduction

Students will be asked the following question: What ideas do influential leaders
share? Who do you find influential and what ideas do they promote? What similarities
does he/she have with Napoleons ideas? This should get conversation going about
what makes someone a charismatic leader and how their ideas spread.

Lesson
Body &
Student
Activities

I will lead a discussion with the students about the rise of nationalism in Europe
during the 1800s. We will relate it to the spread of Enlightenment ideas and discuss
the ways this movement was similar/different in how they inspired people. At the end
of the lecture, we will begin an extensive worksheet that details the ins and outs of
major nationalism movements in Europe.

Lesson
Closure

Students will work with a partner to make a summary of the lesson where each
student takes turns writing a word so that they must think together to form each
thought.

Assessment
s (EL, PM,
S)

The nationalism worksheet will be the main assessment of the day. It will be progress
monitoring because it will not be finished by the time the class is over. The warm-up
and the exit ticket will be formative to get a sense of the students entering this
concept of nationalism and their impression of what they need to know as a result of
the lesson.

Resources
&
Textbook Pg

Textbook 8.2 Nationalism worksheet

Adaptations

Students will be allowed to work in groups to accommodate striving readers as they

will need to read out of the text book to follow the worksheet.

Day of
Week

FRIDAY

Topic

Nationalism

Content Std

10.2.5. Discuss how nationalism spread across Europe with Napoleon but was
repressed for
a generation under the Congress of Vienna and Concert of Europe until the
Revolutions
of 1848.

Objectives

Students will be able to track the development of the nationalism movement in

Page 3 of 4

NAME Zachary Cokely SUBJECT World History

WEEK3
PERIODS 2,3
Europe through a worksheet.
Lesson
Introduction

Students will have a few minutes to start the lesson to discuss with their classmates
what movement has been most influential that we have talked about in class. We will
talk about them as a class and students will have a chance to discuss why they
believe they have the correct response.

Lesson
Body &
Student
Activities

Students will continue to work on the nationalism worksheet during class. I will
monitor the class and address any main issues as they work. After they have
finished, I will have them join other groups until the whole class is done. Once the
class is done, we will progress through the worksheet and discuss each movement in
more detail.

Lesson
Closure

Students will draw a picture of what they learned about the nationalism movement in
Europe and turn it in on their way out the door. `

Assessment
s (EL, PM,
S)

The worksheet will be in many ways a summative assessment. The students will
have spent 2 days to analyze and synthesize the knowledge from the book and
lecture. Because of this, the worksheet should be full of deep knowledge and
analytical thinking. The lesson introduction activity will be a way for students to think
about this movement in terms of all the other movements that we have studied so
far in class.

Resources
&
Textbook Pg

Nationalism worksheet Textbook 8.2,8.3

Adaptations

Striving readers will be allowed to group up to bear the load of the text. A student
that struggles with timed assignments will be told to limit responses in an effort to
finish the worksheet in time.

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