Unit Title Lesson Title

Goals & Objectives Students will be able to identify the major events of the French Revolution, its causes, and why it was important through answering the critical thinking questions during the lecture and write the answers on the guided notes. Students will be able to describe the 5 s of the French Revolution !who, what, where, when, why", by using the information from the lecture, and write it on an e#it slip. California State Content Standards Standard 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political e pectations for self!government and individual li"ert#. 10.2.$ E plain how the ideolog# of the French Revolution led France to develop from constitutional monarch# to democratic despotism to the %apoleonic empire. Common Core Literacy Standards Reading Standard for Grades 9-10: 1. &etermine the central ideas or information of a primar# or secondar# source' provide an accurate summar# of how (e# events or ideas develop over the course of the te t. Writing Standards for Literacy for Grades 9-10: 9. &raw evidence from informational te ts to support anal#sis, reflection, and research. Driving Historical Question )ow did the French Revolution change France*s government in the 1+th ,entur#Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time !" min Estates simulation. /he teacher will hand out slips of paper to the students telling them which estate the# are in, whether it "e the 1st, 2nd, or 0rd. Each slip will have a description of the estate. /he /eacher 1pretending to "e the 2ueen ! possi"l# 3arie Antoinette4 will treat the estates according to how the# would have "een treated in real life. /he first and second will get cand# and other privileges. Announce that ta es are "eing raised and the third will have to pa# higher ta es while the other estates will not. As( the third estate 2uestions a"out if the# li(e how the# are treated and what the# have to do. Get them riled up. As( them, 5&o #ou want a revolution-6 /ransition to the lecture. #oca$ulary (%ontent Language &e'elopment) Time ( minutes 7oca"ular# will "e introduced at the "eginning of the actual lecture "# reading them out loud from the presentation, and then spread throughout the presentation on the slides in conte t with the definition. Attention will "e drawn to them with a different color. /he# will also "e on the guided notes and students will have to fill in the definition in the appropriate spot.

/he words are. First Estate Second Estate /hird Estate 8ourgeoisie :easants 8astille 9aco"ins Radical ,onservative Guillotine ,oup d* etat

%ontent &eli'ery ()et*od o+ Instruction) Time (, minutes ;ecture. T*e teac*er will gi'e a lecture wit* an accompanying slide presentation on t*e -renc* .e'olution/ including its origins and causes/ w*o was in'ol'ed/ and its signi+icance to t*e -renc* go'ernment0 T*e lecture will $e accompanied $y guided notes and critical t*inking 1uestions em$edded t*roug*out t*e lecture0 T*e lecture will span a$out two days0 Student 2ngagement (%ritical T*inking 3 Student Acti'ities) Time Guided %otes. Students will answer comprehensive and critical thin(ing 2uestions that go along with the presentation. /he# will also fill out the definitions of the voca"ular# words throughout the lecture, along with other important terms and names. For each section, there will "e a short answer 2uestion. /he guided notes will "e turned in for a grade at the end of the unit. Lesson %losure Time , )inutes ;esson ,losure. /he students will then individuall# ta(e out a piece of paper and answer the < =s that are meant to capture the main ideas of the lesson. /his will "e their e it slip out the door. Assessments (-ormati'e 3 Summati'e) Formative Assessments. &uring t*e lecture/ t*ere will $e engaging 1uestions t*at gauge i+ somet*ing needs to $e repeated or e4plained more in dept*0 I+ it appears t*at t*e students are not understanding t*e material/ more time will $e taken wit* it and t*e teac*er will go $ack i+ necessary0 5*ile t*e 1uestions on t*e guided notes are $eing answered/ t*e teac*er will monitor t*e answers to see i+ t*ey are correct and i+ any ad6ustment needs to $e made to make t*e material understood0 Summati'e Assessment T*ere will $e a s*ort answer 1ui7 o+ t*e , 5s t*at will s*ow t*e teac*er i+ t*e main points o+ t*e lesson were understood0 T*ese will $e t*e students8 e4it slips and will not count +or a great percent o+ t*eir grade (only one point per 1uestion) as it is meant to see i+ t*e students grasped t*e material0

Accommodations +or 2nglis* Learners/ Stri'ing .eaders and Students wit* Special 9eeds Images were added to *elp students 'isuali7e *istory/ it also *elps wit* t*e de'elopment o+ 'oca$ulary and names0 T*e language was not simpli+ied too muc* so t*at ad'anced students were still c*allenged0 T*e 'oca$ulary words and t*eir de+initions are clear and distinct +rom t*e ot*ers/ making t*em stand out0 T*is is *elp+ul to t*e 2Ls and t*e stri'ing readers $ecause it *elps pre'ent con+usion i+ t*e words *a'e to $e +ound on t*eir own0 T*e 'ideo t*at states all o+ t*e main points is a good 'isual +or 2Ls and Stri'ing .eaders/ and also a great summary t*at does not *a'e to $e read0 .esources (:ooks/ 5e$sites/ Handouts/ )aterials) 2ncyclopedia :ritannica -renc* .e'olution (*ttp //www0$ritannica0com/2:c*ecked/topic/(!;<!,/-renc*=.e'olution) ;i"ert>, Egalit>, Fraternit>./he French Revolution a )istor#=i? e hi"it(*ttp //www0*istorywi70com/+renc*re'=mm0*tm)