Subject: 9th Grade World History Lesson Title: French Revolution: Beginnings.

Content Standard(s):
B AS2C6P04: Analyze the developments of the French Revolution and rule of Napoleon: Reign of Terror, rise of Napoleon spread of nationalism in
Europe, defeat of Napoleon and Congress of Vienna.
B
Language Objective:

ELL Standard: V-reading:4. Comprehending Non-Fiction Text . HI-14: drawing conclusions from information implied or
inferred in a literary selection.
Terminal Objective:

Students will be able to summarize the factors that led to the French Revolution.
Blooms Sub-Objective Time Teaching Strategy Active Student Participation/
Level Check for Understanding

Review 17-20 Bellwork: Journal Question-Define the Bellwork: Define the term revolution, can you
Enlightenment min term revolution. T leads class give examples?
Analyze Ideas and have discussion on what a revolution is.
students recognize
and describe how Class: Using doc cam, concept map Class: The class will brainstorm how the ideas
enlightenment of enlightenment thinkers will be of enlightenment thinkers might influence
ideas influenced projected on whiteboard. Class will revolution, students will fill out the concept map
ideas in France brainstorm how their ideas might on the whiteboard.
during this time. influence revolution. T calls on NV

Learning Goals: Show PPT slide Learning Goals: Students will fill out the
introducing the units learning goals to portfolio cover sheet for this unit.
the students.

Understand Students can 5-8 Lecture: Introduction to the three Note-Taker: Students take notes on paper
(maybe illustrate the min estates. folded into the four corners and a diamond
analyze) differentiate shape. Clockwise from upper left is 1st estate,
between the three Second estate, Third estate and the Monarchy.
estates in pre-
revolutionary Intermittent Closure:
 France. In the center of note taker sketch a pie graph
that shows the percentage of the pie
belonging to each estate.

Apply On a chart, and 17-22 Think/pair/share: Students will be Think/Pair/Share: Students will individually
using primary given three primary source read through the three primary source
source articles, documents to read, then paired in documents, then when placed in groups of
students will groups of four, students will four, students will discuss and chart factors
identify the discuss and chart factors that may from the readings that they believe may
factors that may have contributed to discontent have contributed to discontent amongst
have contributed amongst the French citizenry. T the French citizenry. Groups will share their
to discontent calls on groups to share their findings with the class.
amongst the findings with the class.
French Citizens

Remember Using a political 3- Exit Ticket (index cards): Project Exit Ticket: looking at the political cartoon,
cartoon, identify 5min image of the Political cartoon and identify which character represents which
the distinct levels ask students to identify which class of pre-revolutionary French citizenry
of hierarchy character represents which class and using examples from the cartoon,
present in pre- of pre-revolutionary French summarize the factors that lead to the
revolutionary citizenry and using examples from French revolution.
France and the cartoon, have them
summarize the summarize the factors that led to
factors that led to the French revolution. T-collects at
the French the door.
revolution.

Materials Needed:

Slide with Journal question, Concept Map, PPT W/Learning goals, Student copies of Portfolio Cover Sheet,
PPT Slides on the Three Estates, Primary source documents (Letter from Marie Antoinette, Excerpt from
Tale of Two Cities, Excerpt From Travels in France), large chart paper & expo markers, Exit tickets (Index
Cards).