French Revolution

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Student Teaching Teaching and Assessment EventAuthor: R. Scott Fenwick 0 4 / 2 6 / 2 0 1 1 1 0 : 5 9 : 0 0 AM CDT


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Note: What's important in this Teaching/Assessment Event is your understanding of your own learning and that of your students. OVERVIEW OF LESSON OR UNITMain Subject(s)/Content Area(s): Social Studies

Topic and FOCUS:

Topic and Focus: The French Revolution Essential Question: How much violence, if any, is justified during the overthrow of an unjust political system?



Type of Classroom:

Secondary Honors

Estimated Time Required:

One Week

- Two regular periods (44 minutes) - Two block periods (75 minutes) Part I: PLANNING & IMPLEMENTING A LESSON/UNIT Learning Context: 1) My 10th grade honors class is approximately 50/50 female/male and approximately 50/50 AfricanAmerican/European-American. I have one AsianAmerican student and one Latino-American student. Their prior knowledge relates to discussions about the idea of "revolutions" - particularly how they occur, why they occur, and what they look like in practice. 2) My students' community is a mixed-income, mixed-race community in the south suburbs of Chicago. Their high school is well-funded and has a reputation for academic excellence. The high school is approximately 65% African-American/30% European-American/5% mixed race, Latino, and Asian-American. My students come I-/11


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socioeconomic backgrounds that range from uppermiddle class and professional to working-class and poor. 3) The curriculum focus for this particular lesson is "Enlightenment and Revolutions". The course is a world history survey and the curriculum model is standardized coverage. Previous lessons focused on the Scientific Revolution and the Enlightenment. Connections are made to these lessons with respect to changing attitudes about freedom of thought and political rights. Subsequent lessons will focus on how the French Revolution and Napoleon's actions in Europe led to the Congress of Vienna and the rise of Nationalism.Lesson/Unit Purpose and Lesson/Unit Outcomes:

First, this series of lessons is designed to meet the coverage requirements of the department's standardized curriculum. Second, after completing this lesson, students will be able to write an evaluative statement on the essential question, "How much violence, if any, is justified during the overthrow of an unjust system?" Third, using evidence, students will be able to complete a fiveparagraph essay in which they will answer the question, "Explain the causes and consequences of the French Revolution. What was its greatest achievement, its greatest failure?OIL- Illinois Learning Standards Learning Area: Social Science Goal 16: History George Santayana said "those who cannot remember the past are condemned to repeat it." In a broader sense, students who can examine and analyze the events of the past have a powerful tool for understanding the events of today and the future. They develop an understanding of how people, nations, actions and interactions have led to today's realities. In the process, they can better define their own roles as participating citizens. * Standard / Ability A. : Apply the skills of historical analysis and interpretation. * Grade Level: Early High School Learning Benchmark 16.A.4a : Analyze and report historical events to determine cause-and-effect relationships. * Grade Level: Late High School Learning Benchmark 16.A.5a : Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Standard / Ability B.: Understand the development of significant political events. * Grade Level: Early High School Learning Benchmark 16.B.4a (W) : Identify political ideas that began during the Renaissance and the Enlightenment and

Local or State Objectives/Descriptors/Benchmarks:



Print Preview that persist today (e.g., church/state relationships). * Standard / Ability D.: Understand Illinois, United States and world social history. * Grade Level: Early High School Learning Benchmark 16.D.4 (W): Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. Learning Area: English Language Arts Goal 3: Writing Write to communicate for a variety of purposes. The ability to write clearly is essential to any person's effective communications. Students with high-level writing skills can produce documents that show planning and organization and can effectively convey the intended message and meaning. Clear writing is critical to employment and production in today's world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals, and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities. Standard / Ability B.: Compose well-organized and coherent writing for specific purposes and audiences. * Grade Level: Early High School Learning Benchmark 3.B.4a : Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.

Materials and Resources:

Materials and resources: History Channel's French Revolution DVD Larry Gonick Cartoon History of the Modern World Handout Film Viewing Guide Essay Assessment Handout Technology resources: Projector Screen The number of computers required is 1.

Teaching Strategies & Activities:

Monday: Day One (44 minute regular period)Tap Prior Knowledge 1) Pose the question, "What do Revolutions look like and how/why do they happen?" Refer students to "Revolution" concept map (in notebooks) completed a few weeks earlier on Martin Luther King Day (students read an excerpt from a speech by Dr. King called "A Revolution of Values"). 2) Solicit responses and guide with further questioning.

Larry Gonick Cartoon Handout (see attachment) 3) Pass out one-page handout from The Cartoon History of the Modern World, Vol. 2 by Larry Gonick and ask students to read



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and think about the tone of the piece (sarcasm). 4) Solicit responses and guide with further questioning. Why is the character in the cartoon laughing?

Introduce The History Channel's French Revolution documentary film p=68316&v=historv&ecid=PRF-2101815&pa=PRF-2101815 5) Make a connection to previous lessons by explaining that we will now see how Enlightenment philosophers' ideas inspire revolutionary action by the French people in the late 18th century. Highlight the fact that this event marks a major turning point in world history, as changes in political thought and behavior culminated in an extraordinary attempt to establish democracy in Europe. The French Revolution was the beginning of the end of European absolute monarchy (a term students learned recently). 6) Pass out film discussion guide (see attachment). Explain to students that the film is divided into nine parts. As students watch each part, they are to answer the questions for that particular part. Tell them not to worry if they did not catch something, as we will stop to debrief and discuss the questions after each part. 7) Explain to students that it is very important that they write detailed answers for each question, as they will use their film guides to help them complete the summative assessment, which is a five-paragraph historical thinking essay.

Plav the film 8) Read the introductory statement for part one and start the film. 9) Stop film at the completion of part one (10:25)

Debrief and Discuss 10) Solicit answers to part one questions. Use Socratic questioning to elicit correct (or plausible) responses. When a correct (or plausible) answer is given, acknowledge it and ask if any one has anything to add. Ask for alternative answers. Does anyone disagree? 11) Encourage students to ask questions of each other and comment to each other. Redirect students' questions to other students in an attempt to engender discussion among


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without teacher approval or authorization. 12) Do not move on to the next question until there is consensus that the correct (or plausible) answer has been given. 13) Emphasize that students are responsible for taking their own notes and recording answers on the film discussion guide. However, it's okay to consult with fellow students. 14) After the debrief/discussion segment for part one is over, solicit some predictions for what might happen in part two.

Tuesday: Day Two (75 minute block period)15) Repeat procedures 8-14 from day one (play each film part and conduct debrief/discussion segment) for film discussion guide parts 2-5.

Thursday: Day Three (75 minute block period)16) Repeat procedures 8-14 from day one (play each film part and conduct debrief/discussion segment) for film discussion guide parts 6-9.

Friday: Day Four (44 minute regular period)Review Film Discussion Guide 17) Ask students to review their film dis