Debskibonfig Unitplan Revision

Bonfig&Debski 1
UNIT PLAN WORLD HISTORY W/ GEOGRAPHY

The Age of Revolutions
By Danielle Bonfig and Rebecca Debski
Textbook: World History: Patterns of Interaction (Holt McDougal)
Learners and Learning

1. Learners:
a. Grade Level & Class: This unit plan is intended for an tenth grade traditional
World History Course.
b. School Population: The school population is relatively mixed. There are
students and teachers of various ethnicities. There are mostly Caucasian
students followed by Hispanic, Asian, Native American and a smaller
percentage of African American students. Many of them come from large
families with Christian backgrounds.
c. Learners: The class has twenty-seven students: fourteen of which are girls
and thirteen boys. There are three students with IEPs in Math and English.
The class has five ELL students of varying levels; two students are of Asian
American descent and the other three are of Hispanic descent, and seven
students who dropped into the class from Advanced Placement World
History. The class is a mixture of Anglo, Asian American, Hispanic and Navajo
students. Many of the students have grown up in the area, with the exception
of a few who are from the southern Phoenix area, recently moved from the
reservation, and one student who is from the East Coast. Four students
attend Seminary in the morning and because of the distance, arrive to class
five to ten minutes after the bell. Another student cares for his three younger
siblings and also may come to class after the bell.
2. Learning: This plan centers heavily on differentiation. Visuals in the form of videos
and pictures are utilized to better aid students who may struggle with written
language. For this reason there is a greater focus on analyzing sources other than
written sources. All assignments may be submitted electronically or by hand. Much
of the assessment in this class is based in writing. Structuring of lessons will include
a daily bell work assignment that is due collectively at the end of each week, or in
some cases that day, with no penalty if a student was late on a particular day so long
as the assignment is completed. The daily routine will be as follows: bell work,
instructional activity, exit ticket, so that students may have a structured learning
environment. Partner and group activities will also be utilized in this class, with a
higher emphasis on grouping students together whose skills will benefit/aid other
students.
3. Classroom Environment: The classroom will be set up with student tables placed
in two columns down the length of the room. Students will be sitting in groups of 4,
to facilitate discussions and to ease access to different parts of the room. One
Bonfig&Debski 2
teacher desk will be near the front of the room to easily access the teacher
computer. Another desk will be near the back of the room to house papers to be
returned to students as well as other materials needed for lessons. Two teacher
desks will be used to negate interruptions during down time. (Eg: The teacher will
be able to answer student questions, take attendance, and ready materials without
diverting focus from the front of the room.) The classroom will also house a student
library, an Ipad center, and a few filing cabinets of crafting materials. The student
library will contain traditional and ELL language dictionaries, thesauruses, and a
few copies of Turabian for student use and the Ipad center will be near the front
teacher desk for ease of use and distribution. The school has various computer labs
and a laptop hub incase students need to use actual keyboards. The walls of the
classroom have various visual aids including sentence and grammar structure
guides for all students (ELLs in particular) and a running world history timeline
around the room to give perspective and visual support throughout different units.
Finally, there will be one bulletin board near the front of the room that displays the
current units essential questions and enduring understandings, so that the teacher
can reference these big ideas often.
Learning Goals, Objectives, and Skills

Unit Description
Through the study of revolutions, students will come to understand what sparks change in
political and social revolutions. Understanding how these events take place and the after effects of
revolution will aid students understanding in the roles of citizens, governments, and ideologies as
well.
Unit Enduring Understandings

The causes of revolution are rooted in political instability, economic inequities and
social inequalities.
Revolutions have the ability to impact not only themselves, but other regions and
the world as a whole.
People respond to and resolve conflicts in a variety of ways.
Unit Essential Questions

What are the responsibilities of a government toward its people?
What constitutes a revolution?
What causes people to revolt?
Content Knowledge Objectives
I.
Students will know the differences between each revolution during the
Age of Revolution.
II.
Students will understand the impact of the Scientific Revolution and the
Enlightenment on social constructs and thinking processes during the
17th and 18th century.
Bonfig&Debski 3
Skill Objectives
I.
Students will be able to analyze primary and secondary sources.
II.
Students will be able to formulate the own opinion on each revolution.
Related Arizona Standards
A study of revolution relates to Arizonas State Standard Strand 2 - Concept
6: Age of Revolutions PO1-PO5. The unit will trace such things as the Magna Carta,
parliamentary government, new ideas and those of John Locke and the
Enlightenment. It will touch on the American Revolution and then trace the
revolutions of the French, Haitian and Latin Americas.
This unit will also touch on Arizonas State Standard Strand 4: Geography
Concept 2 Places and Regions and Concept 3 Physical Systems. The elements of
these two Concepts will be related to through discussion of the impact of the
environment on crops and thus food supply as well as economic issues that played a
part in certain revolutions.
Related NCSS themes
This unit will touch on NCSSs Strand 3 - People, Places and Environments to
enable students to understand the relationship between humans and the physical
world. It will also help students to examine changes in the relationship between
peoples, places and environments. The unit will relate to Strand 5 - Individuals,
Groups, and Institutions by having students understand how institutions are
formed, what controls and influences them, etc. Strand 6 - Power, Authority, and
Governance, and Strand 9 - Global Connections will also be related to in this
unit through evaluating relationships between individual rights and
responsibilities, the needs of social groups and the connections made globally
during certain time periods.
Unit Assessment Plan

Pre-Assessment
Pre-assessment will be implemented through bellwork and discussion a few days
before a given topic or at the very least a day before. Bellwork will consist of the
students answering thought provoking questions to direct the days lesson or, again,
some form of pre-assessment for upcoming lessons. The questions may be posted on
the whiteboard, by the projector on a slide or through the use of PollEveryWhere.
Formative Assessment
This unit will utilize such activities and assessments as: PollEveryWhere, quick
writes, mini projects, and 3-2-1 papers in order to encourage group discussion and
negate possible issues regarding writing. That being said, the unit will also include
assignments that utilize improving writing skills and historical inquiry such as days
for working on note-taking skills.
Bonfig&Debski 4
Summative Assessment
Summative assessments will merge traditional evaluation methods (Unit test) with
other forms of assessment such as a Socratic seminar. In this way students of
varying levels will be able to show what they have learned by various means.
Scoring/Rubric-- please see individual lessons for specific rubrics and scoring
guides. In general, much of the work in this class will be based on participation in
discussions and writing prompts.
Adaptation/Intervention- As the lessons progress and delve into different
materials adaption will be attempted wherever possible. Writing and reading
prompts will be posted and read aloud either by the instructor or by confident
readers and speakers. The option to turn work in digitally will always be available.
The use of electronic devices will be permitted for productive use in research and
assisted learning. Extension on work will be given to students who request it with
valid reasons and to those students whose IEPs require more time on writing and
reading assignments.
Daily Lessons and Instructional methods/strategies/activities

DAILY LESSON PLAN -- Day 1
UNIT: Age of Revolutions
BRIEF DESCRIPTION: Through the study of revolutions, students will come to understand
what sparks change in political and social revolutions. Understanding how these events
take place and the after effects of revolution will aid students understanding in the roles of
citizens, governments, and ideologies as well.
Day 1
Focus of this Lesson: Introduction to Revolution and Geography through Google Earth
LESSON: A Revolutionary Tool: Google Earth
Lesson Link:
https://docs.google.com/document/d/1IgjDHucjkbXmTbX4ecxwBXS7KjQEXDvTiQN34Ss2
JTs/edit?usp=sharing
UNIT ENDURING UNDERSTANDINGS
Bonfig&Debski 5
People respond to and resolve conflicts in a variety of ways
UNIT ESSENTIAL QUESTIONS

CONTENT OBJECTIVE:
Identify the causes of these revolutions showing the similarities of these causes.
Identify the outcomes of these revolutions showing what is similar about them.
SKILL OBJECTIVE:
Students will learn the basic components of the Google Earth program, such as
searching, navigation, and place-marking, and how to utilize the functions of these
components.
Students will describe the terrain of the land between their starting point and their
destination using various tools on Google Earth.
Students will calculate the distance and time of traveling between two places of
their choice.
Students will define aspects of the relationship between colonies and their mother
countries.
ARIZONA STANDARDS :
Strand 4: Geography - Concept 2: Places and Regions
PO 1 Identify the characteristics that define a region: a. physical processes such as
climate, terrain, and resources b. human processes such as religion, political
organization, economy, and demographics
NCSS THEME
Strand 3 - People, Places and Environments, Strand 5 - Individuals, Groups, and Institutions
and Strand 9 - Global Connections.
INSTRUCTOR NEEDS TO KNOW TO TEACH THIS LESSON:
In order to teach this lesson the instructor must be familiar with the workings of
Google Earth, the locations of Britain, Spain, and France and their colonies, and the
workings of colonization. It is also recommended that the instructor be familiar with the
program PollEveryWhere, or simply transfer the section that uses PollEveryWhere to a
whiteboard/powerpoint slide.
ASSESSMENT:
Pre-assessment (Informal)- Students will participate in a brainstorming session in
which they list reasons for colonization and the movement of peoples from one
country to a colony. This brainstorming will be a pre-assessment for the unit as a
whole, giving the teacher 2 days to make adjustments to the weeks lessons (Ie: if
there is a lack of understanding of political/social motives for change then more
attention will be paid to defining such instances.)
Bonfig&Debski 6
Formative Assessment - Students will be continuously assessed for understanding
throughout the lessons through dialogue. They will be asked to create a hypothetical
trip, in which they practice using Google Earth and show they are able to make
placemarks, connect different places, and calculate distances between places using
Google Earth.
Copy of Assessment: (Please see attached Lesson Plan)
Rubric: (Please see attached lesson plan)
INSTRUCTIONAL MATERIALS:
Access to a Computer Lab, laptop cart, the Internet, and Google Earth.
Beatles song Revolution http://www.youtube.com/watch?v=tH9zG28GQEg
PollEveryWhere Prompt
(http://www.polleverywhere.com/free_text_polls/9se4tJyYU3ng4UL)
Video Links: Placement (http://www.youtube.com/watch?v=WqDQec1itqg)
Drawing & Measuring (
http://www.youtube.com/watch?v=1cmhWMCeWPc&feature=relmfu)
Finished Google Earth project
(https://docs.google.com/drawings/d/1UdRpc7jkATwyiI0smz0czuBQvKSkD52wFE0gswTxAg/edit?usp=sharing)
HOMEWORK FOR NEXT DAY:
Catch Phrase Handout
https://drive.google.com/file/d/0B4l9gf0CTgxZY0JhQnUtNzhHdXc/edit?usp=shari
ng
Socratic Seminar Packet
https://docs.google.com/document/d/1n0s2FZusdkJ0aJi4_JDmcRTGuaA0zPfsVcNU
iVayrk0/edit?usp=sharing
Reading from text for next lesson: 623 - 639
USE OF TECHNOLOGY/INQUIRY:
This lesson utilizes two programs: Google Earth and PollEveryWhere. Google Earth
works toward helping students understand Geography more than working with a 2D map.
Through understanding geography as a physical space, students will ideally have a better
understanding of the significance of such distances in the Age of Revolutions let alone in
21st century terms. PollEveryWhere aids in this lesson by presenting the topic of
Geography in an engaging format, as well as allowing students to voice their opinions
anonymously- encouraging more engagement in the lesson.
ACCOMMODATIONS:
This lesson can be accommodated to specific needs through the use of read-alouds,
pause-&-explain, and the way students are paired up. Reading the instructions out-loud
will benefit students who struggle in reading. Pausing and explaining the videos at certain
points will help all students to better understand how to use Google Earth. (The videos also
have a clear narrator and captions.) Finally accommodations can be made in how the
instructor pairs students. It would be ideal to pair those students who struggle with
language or reading, with those who are patient and better able to share information.
Bonfig&Debski 7
VOCABULARY: N/A
LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:
This lesson will be centered on students becoming familiar with the program Google
Earth as a means to look into the subject of Geography. Class will begin with the teacher
playing the Beatles song Revolution as students enter. For bell work, Students will
answer the question How is Geography used in the real world? as well as discuss as a
class What types of tools and skills are necessary for this work?. Instructor will introduce
the program, demonstrating some of its features. Then students will be shown an
instructional video, given time to practice the skills in the video, show another video, and
then allowed to create a hypothetical trip between Colonial empires and their colonies in
which revolutions took place. The lesson will end with a brainstorming session on the
reasons for colonization and for colonists to leave their mother countries. The intent of the
brainstorming session is to pre-assess students knowledge of colonial sentiment toward
their mother countries and lead the students into discussions of revolutions in the rest of
the Unit.
STEP BY STEP SEQUENCE OF DAILY PLAN:
Time
Activity
Students Learning Teachers Learning Tasks

Tasks
5m
Bellwork:
PollEverywhere
How is
Geography used
in the real
world?
Students will
respond to
PollEveryWhere
5m
Main Activity
Introduction:
Google Earth
Introduce Google earth, showing some of

the features, and presents the
informational video on placements
(0:3:25).
5m
Main Activity:
Students will pair
Exploring Google up and use Google
Earth
Earth to explore
the different
techniques
described in the
video.
Circle the room and check for

understanding.
Prepare start of lesson, and then ask

students What types of tools and skills
are necessary for this work?
Finding and
Marking places
5m
Main Activity:
Students watch
Teacher prepares example of finished
Bonfig&Debski 8
Video on
drawing and
measuring
video
20m
Main Activity:
Project
Students will
Circle the room. Address issues in
create a project
understanding. Answer questions.
based on the skills
they have acquired
12m
Brainstorm:
Students will give

reasons for both
prompts
Q1 Reasons why
a country would
establish
colonies.
Discussion of
Homework
Point out that the geography of the colony

was very important in many of these
reasons.
As well as emphasize that the reasons for
human migration are also considered a
geographic concept.
Q2: Reasons
people would
move to a colony
from their home
country.
3m
product expected of project.
In the final 3 minutes: Answer questions

and give any announcements.
Teacher must give students Catch Phrase
handout
(https://drive.google.com/file/d/0B4l9gf
0CTgxZY0JhQnUtNzhHdXc/edit?usp=shar
ing)
May ask questions
over todays
lesson, the
readings for
homework, or
final touches on
their projects.
Answer questions and give any

announcements.
Teacher must give students Catch Phrase
handout
(https://drive.google.com/file/d/0B4l9gf
0CTgxZY0JhQnUtNzhHdXc/edit?usp=shar
ing)

Unit: Age of Revolution
Bonfig&Debski 9
Day 2
FOCUS OF THIS LESSON: Practicing note-taking skills and understanding the Scientific
Revolution as well as the Enlightenment.
CONTENT OBJECTIVES:
Students will understand the circumstance that led to the Scientific Revolution.
Students will understand the different philosophical ideas presented by Hobbes,
Locke, and other Enlightenment philosophers.
Students will understand how Enlightenment ideas spread throughout Europe.
SKILL OBJECTIVES:
Students will be able to explain the legacy of the Enlightenment
Students will strengthen their note taking abilities in taking notes from verbal and
written prompts.
Students will be able to discuss how Enlightenment ideas reformed monarchies in
Prussia, Austria and Russia.
ARIZONA STANDARDS:
Strand 2: World History - Concept 6: Age of Revolution
PO 2.Explain how new ideas (i.e., Heliocentrism, Scientific Method, Newtons Laws)
changed the way people understood the world.
PO 3.Explain how Enlightenment ideas influenced political thought and social
change: a. Deism, b. role of women, c. political thought, and d. social change.
NCSS THEME:
Strand 1: Culture and Cultural Diversity, Strand 4: Individual Development and Identity,
Strand 6: Power, Authority, and Governance, and Strand 8: Science, Technology, and
Society.
WHAT AN INSTRUCTOR NEED TO KNOW TO TEACH THIS LESSON:
Bonfig&Debski 10
It is highly recommend that the instructor has read through the textbook (pages
623-639) because the lecture follows the textbook closely. The students will have read
these pages in preparation for this lesson. The instructor needs to be knowledgeable in the
circumstance that lead to the Scientific Revolution and the Enlightenment, including the
political and intellectual climate in which they began. The instructor should feel
comfortable in discussing Enlightenment philosophers and their differing opinions on
responsibilities of individuals and governments. Finally, the instructor needs to be familiar
with how Enlightenment ideas spread through discussion, printed materials, songs, laws,
and governmental decisions.
ASSESSMENT:
Assessment will be informal during the lecture and formal after it. In order to
prepare students for different styles of note taking, the lecture will have elements of fill in
the blank, read the slide, and listening skills tested. This is mainly to differentiate the lesson
for all of the students, but also for practice in different skills. Informally, the teacher will
ask questions and gauge responses based on engagement and accuracy, but always the
teacher will reinforce the right answers and state why another answer given was not
correct, in a positive manner of course. The collecting of the notebooks after the lecture is
to see the students progress and abilities at this point. The quick writes and 3-2-1 papers
will be graded for participation and accuracy on a basis of 10 points: 5 points for
participation, 5 for accuracy in answers. The 3-2-1 response should also be given real
feedback for inaccuracies and expressions of uncertainty.
Copy of Assessment: N/A
Scoring Guide: See above paragraph.
INSTRUCTIONAL MATERIALS :
Prezi Lecture http://prezi.com/fdug25mldjmq/?utm_campaign=share&utm_medium=copy
Prezi Lecture Teacher Key
https://docs.google.com/document/d/17h4eQ0nvp5DRYnfIhh4Jo_F3az9HnV9aEvv
BP0O0p5Y/edit?usp=sharing
Student should have their notebooks for notes.
Electronic Devices will be permitted upon student responsibility and requirement of such
items.
USE OF TECHNOLOGY/INQUIRY-This lesson utilizes an interactive Prezi lecture to engage students. The Prezi is
interactive in terms of having designated points to discuss and write as individuals, groups,
and pairs.
ACCOMMODATIONS:
Adaptations that can and will be used in this lesson revolve around the instructor
gauging student evolvement and adapting from there. The instructor is encouraged to have
confident readers read aloud certain slides and to break students into designated
pairs/groups when discussion or writing is prompted. In regards to students who may
struggle with reading and taking notes, assistive products are more than welcome and
students may also be given the prezi in advance if absolutely necessary.
Bonfig&Debski 11
VOCABULARY: N/A, however students will be instructed to read their textbooks in

advance and may come with questions about terms there in.
Todays lesson centers around note taking practice. The prezi has some features
built in to be more interactive and engaging, but the lesson will hinge on the instructors
ability to engage the class. It would be ideal that the teacher varies how he/she presents
the information: having students read aloud as individuals, as a class, using popcorn, etc to
keep the class motivated. However the teacher also needs to keep the students on task and
reiterate skills that the students should be working on: listening for key information, taking
information from a presentation, and reflection of information.
Tim
e
Activity
Students Learning Tasks
Teachers Learning Tasks
5m
Bellwork
Students will respond to the

Teacher will read the question
question on the board: How
aloud for all students.
would you react to a revolutionary
idea? in their notebooks.
As students work, teacher will
ensure that Prezi is functional
and collect any work from
students.
5m
Main
Activity:
Introductio
n
Teacher will instruct students to

keep out their notebooks to take
notes.
Teacher will review note taking
tips: listening to speaker, paying
attention to bold and italicized
words and phrases, etc.
40m Main
Activity:
Interactive
Lecture
Students will take notes and

participate in the various
activities nested in the prezi.
Teacher will lead students

through the prezi, using the
teacher script as a key and were
able to: letting the students
engage as much as possible with
the material.
5m
Students will finish up their

writings on the lecture and end
class with a 3-2-1 writing in their
notebooks following their notes.
Teacher will remind students of

homework for the evening, as
well as collect their notebooks to
return the next day.
Closing
Activity/Exi
t ticket:
3 -2 -1
response
Bonfig&Debski 12

UNIT: Age of Revolution
BRIEF DESCRIPTION: Through the study of revolutions, students will come to understand what
sparks change in political and social revolutions. Understanding how these events take place and
the after effects of revolution will aid students understanding in the roles of citizens, governments,
and ideologies as well.
Day 3
FOCUS OF THIS LESSON: Students will explore how ideas spread in the Age of Revolution.
ENDURING UNDERSTANDING:
ESSENTIAL QUESTIONS:
CONTENT OBJECTIVES:
Students will understand how ideas spread in the Atlantic world.
Students will understand how ideas spread the same way today as it did in the
Atlantic world.
SKILL OBJECTIVES:
Students will be able to learn to use contemporary images as a source of information
about an historical period.
Students will be able to relate the past to today.
AZ STANDARDS:
STRAND 2: WORLD HISTORY - CONCEPT 6- AGE OF REVOLUTIONS
PO 2. Explain how new ideas (i.e., Heliocentrism, Scientific Method, Newtons Laws)
Bonfig&Debski 13
PO 3. Explain how Enlightenment ideas influenced political thought and social
change: a. Deism, b. role of women, c. political thought, d. social change
NCSS THEME:
Society.
WHAT AN INSTRUCTOR NEEDS TO KNOW TO TEACH THIS LESSON:
The instructor will need to have background knowledge on the Enlightenment. The
instructor should know how revolutionary ideas spread and how to analyze visual sources.
ASSESSMENT:
Formative: Students will be participating in a quick write/take home short essay at
the end of the lesson that will assess their understanding of how information is
spread. The students will be graded on if they did it and whither they understood the
concept.
The Instructor needs to have enough print outs of all four sections of the picture.
o Part One
https://docs.google.com/a/nau.edu/drawings/d/1r_V8utDr_ciZ4TefV8k7G0
LQ2OnMUUrJDH4MPSU0NW0/edit?usp=sharing
o Part Two
https://docs.google.com/a/nau.edu/drawings/d/1ChUpql5XSp7WxsK0BuO
kPFiiSZAFToSVWkJY-H-p6CI/edit?usp=sharing
o Part Three
https://docs.google.com/a/nau.edu/drawings/d/1t4ze9eGzOBEIhGUV5p_u8BM8yeQDdo5gVCZUITgfO8/edit?usp=sharing
o Part Four
https://docs.google.com/a/nau.edu/drawings/d/1wDTWMx_tiwLNBjfIVFOy
_5QQMBXjufSy_3tnov2l1XM/edit?usp=sharing
Students will need a piece of paper to write their answers down.
Instructor will need the power point with the questions.
o https://docs.google.com/a/nau.edu/presentation/d/1wBBBViZ4gYi7iXDEPnx8OnOc1tqrDs8qIv0pBbRsFE/edit?usp=sharing
HOMEWORK:
Reading for next lesson: Pages 640-647 The American Revolution in textbook.
Students will be writing a 200 word response to the Bellwork question based
on the movie in class and their reading of the above.
Instructor will use a powerpoint presentation to display questions.
ACCOMMODATIONS:
Bonfig&Debski 14
To assist students, the instructor will have extra print out of questions and
description of the painting for the students who need a hard copy.
VOCABULARY:
Tavern:
o a building with a bar that is licensed to sell alcoholic drinks
o a building that sells alcoholic drinks
o A place where people would go to socialize and do business
Students will be looking at segments of the picture source and discuss questions put
on a presentation with their groups. After the class will discuss the original questions and
new ones. If there's time the students will do a quick write about how they think how social
media like a modern day tavern.
Time
Activity
5m
Bell work
Students will come into

class and work on bell
work for the day that asks
a question about the
lesson before
Instructor will take role and

set up the lesson for the class
10m
Main Activity:
Individual analysis
of picture
The students will be given

a segment of the picture
and they will answer
questions to analyze the
picture
Instructor will pass out the

segments to the students and
then instruct what the
students will do. After the
instructor will walk around
and see if the students have
any questions.
2m
Main Activity:
Description of
Painting
Students will listen to the Instructor will read the

description of the painting description to the students
and hand out printed versions
for students who need it.
10m
Main Activity:
Group Discussion
of picture as a
whole
Student will discuss in

their table groups and
answer new questions
about the painting based
on the observations from
before.
Instructor will walk around

and help students when
needed.
10m
Main Activity:
Class Discussion
Students will answer

questions and voice ideas
Instructor will facilitate class

discussion by asking the
Bonfig&Debski 15
5m
Closing Activity:
Quick write: How
is Social Media like
an 18th century
tavern?
about how the picture

shows the spread of
revolutionary ideas.
students questions
Students will write why

they think Social Media is
like a 18th century tavern
Instructor will explain to

students what a quick write is
again and then watch the time
and have students write what
they think.
DAILY LESSON PLAN-- Day 4

Day 4
FOCUS OF THIS LESSON: Students will review the causes of the British Civil War and
Glorious Revolution and have a review of the American Revolution.
CONTENT OBJECTIVES:
Students will understand the circumstances that brought on the British Civil War
and the effects of it and the Glorious Revolution.
SKILL OBJECTIVES:
Students will demonstrate critical thinking in evaluating the factual merit of a
dramatized source versus a textbook depiction.
Bonfig&Debski 16
AZ STANDARDS:
Strand 2: World History - Concept 6: Age of Revolutions
PO 1. Contrast the development of representative, limited government in England
with the development and continuation of absolute monarchies in other European
nations: a. absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II), b. the
Magna Carta, the English Bill of Rights, and parliamentary government, c. the ideas
of John Locke
NCSS THEMES:
Strand 3 - People, Places and Environments, Strand 5 - Individuals, Groups, and Institutions
and Strand 9 - Global Connections.
In order to teach this lesson the instructor needs to be familiar with the causes and
events of the British Civil War, Glorious Revolution and the American Revolution to some
extent. The PowerPoint has notes for a teacher to follow and elaborate on during the
lecture portion, but being able to expand more on the material would benefit students
regardless. Finally, the instructor must be comfortable discussing the qualities of historical
sources both primary and secondary or in this case secondary and dramatized for an
audience secondary sources.
ASSESSMENT:
The students 3-2-1 papers can be graded based on participation. They are intended
to give the teacher an idea of what the students currently understand. The 200 word take
home response should be graded on
Copy of Assessment
Scoring -- Students take-home quick write will be graded on their ability to analyze
the textbook reading and the movie
Powerpoint on British and American Revolutions
o https://docs.google.com/presentation/d/1wWLiJQhm0_FmZlWBnrtrFgL3hl
EC6eOzSP7ZrFlw72k/edit?usp=sharing
American Revolution Video
HOMEWORK:
Student reading for next lesson: Page 3-18 in Inventing the Nation: France by
Timothy Baycroft
(Document should be printed out or posted on Bblearn/edmodo:
https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCadXAwOVdzVmZPYm8/edit?usp=sharing
Students will answer the following questions for this reading: 1) What
are the seven important elements that contribute to the myth of the
French revolution? 2)According to Baycraft, what were some
contributing factors to starting the French Revolution?
Bonfig&Debski 17
This lesson will use a powerpoint and two videos. There is also the ability to use a
PollEveryWhere for the opening question but that is purely optional. Inquiry will be used in
this lesson, mainly students will need to think about historical context as they look at the
textbook reading and the movie to evaluate how true the stories are if they are dramatized.
The intent is that students look at both sources in a discriminative light.
ACCOMMODATIONS:
This lesson offers accommodations in the sense that captions can be used for both
videos and the teacher will read aloud the text and expand on topics discussed. The option
to re-watch the video may also be considered either after school or by making the video
available online.
VOCABULARY: N/A
The instructor will use the opening class time as students transition in to prepare
the materials for class. The students will in the first five minutes of class submit any work
they need to and respond to the question on the board. The teacher will then lead the class
in a discussion of what a dramatization may look like and why concerns might need to be
raised. Following the discussion the teacher will lecture the students using the PowerPoint
provided. At the end of the PowerPoint the students will watch a video on the American
Revolution. They will do a 3-2-1 quick write as an exit ticket. Before the end of class the
instructor will notify students of their homework: a 200 word response to the question
used for bellwork, this time analyzing the effectiveness and accuracy of dramatizations and
secondary sources.
Time
Activity
Students Learning
Tasks
5m
Bellwork: Question on
the board.
Student will submit

any work they need to
at this time and
answer the question
written on the board.
Teacher will use this time to set

up for the class (check video,
buffer YouTube clip, and
presentation) as well as to
answer questions.
Can a dramatization
be an entirely true
story?
5m
Main Activity:
Introduction of
Activities of the day &
Class Discussion of
Question
Students will express

their thoughts on the
question.
Teacher will facilitate the

discussion as well as introduce
the the days plans.
10m
Main Activity: Lecture
Students will take
Give lecture
Bonfig&Debski 18
notes
30m
Main Activity:
Video: The American
Revolution
Students will watch

the video, taking notes
on what they find
differs from the text.
Before the start of the vide3o,

teacher will instruct students to
keep in mind their readings on
the American Revolution from
the last night., and should take
notes on what is different or
they find is dramatized.
5m
Closing Activity:
Students will turn in

their notes on the
lesson.
Teacher will instruct students in

their home work: a take home
quick write responding to the
question on the board
comparing the reading for that
night against the movie they
watched.
Exit ticket: turn in

notes.

Unit: Age of Revolutions:
Day 5
FOCUS OF THIS LESSON: The start of the French Revolution
Bonfig&Debski 19
CONTENT OBJECTIVES:
Students will understand that the first phase of the French Revolution abolished the
system of feudalism.
Student will understand the significance of events before the French Revolution.
Students will understand the different phases of the French Revolution.
SKILL OBJECTIVES:
Students will be able to analyze primary and secondary sources about the French
Revolution
Students will be able to determine what is important from a lecture and what isnt.
ARIZONA STANDARDS:
PO 1. Contrast the development of representative, limited government in

England with the development and continuation of absolute monarchies in
other European nations:
a. absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II)
PO 4. Analyze the developments of the French Revolution and rule of
Napoleon:
a. Reign of Terror
b. rise of Napoleon
c. spread of nationalism in Europe
d. defeat of Napoleon and Congress of Vienna
NCSS THEME:
Strand 3 - People, Places and Environments, Strand 5 - Individuals, Groups, and
Institutions, Strand 6 - Power, Authority, and Governance, and Strand 9 - Global
Connections
WHAT AN INSTRUCTOR NEED TO KNOW TO TEACH THIS LESSON:
The instructor should be familiar with the French Revolution from about 1787 to
1793. specifically the instructor should know: the calling the Estates General, the storming
of the Bastille, the document Declaration of the Right of Man and of the Citizen, what a
constitutional monarchy is, how France became the First Republic, and the events
surrounding the execution of Louis XVI.
ASSESSMENT:
As a pre-assessment for the day, Students will answer the following question in
their Bellwork: What do you already know about the French Revolution? What do you want
to know?
Instructor will need the Prezi up and functional before class starts or at least during
bell work
o http://prezi.com/9htvrkgkbces/?utm_campaign=share&utm_medium=copy
&rc=ex0share
Instructor will also have lecture notes ready and on hand
Bonfig&Debski 20
https://docs.google.com/a/nau.edu/document/d/1Yo7OciGxdikO-q7o-VlEEQIjbTOXE5dl6L-2DACtFA/edit?usp=sharing
Instructor will be passing out a Chronology of French Revolution Print-out to the
students
o https://docs.google.com/a/nau.edu/document/d/1-Zh_hHnZGFij_0W0qwOW_1yVJoyXuJc0gzpDSpSgxY/edit?usp=sharing
Instructor will need print outs of The Declaration of the Rights of Man and of the
Citizen
o https://docs.google.com/a/nau.edu/document/d/1PdRDSx0mhGQBOAMsmIBhhFdwSwVEextp-oS8w-Yisw/edit?usp=sharing
Electronic Devices will be permitted upon student responsibility and requirement of
such items.
o
HOMEWORK:
Students will read the following for the next days lesson: Page 18- 22 in Inventing
the Nation: France by Timothy Baycroft
The document will either be printed out or posted on Bblearn/edmodo
https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCadXAwOVdzVmZPYm8/edit?usp
=sharing
I will be using a prezi presentation for this lesson.
ACCOMMODATIONS:
Adaptations that can and will be used in this lesson revolve around the instructor
gauging student evolvement and adapting from there. The instructor is encouraged to have
confident readers read aloud certain slides and to break students into designated
pairs/groups when discussion or writing is prompted. In regards to students who may
struggle with reading and taking notes, assistive products are more than welcome and
students may also be given the prezi in advance if absolutely necessary. Students who have
a hard time keeping up with notes will be given the lecture notes.
VOCABULARY:
First Estate: the clergy in France
Second Estate: the nobility in France
Third Estate: the common people
The Estates General: the legislative body in France until 1789, representing the
three estates of the realm (i.e., the clergy, the nobility, and the common people).
Revolution: a forcible overthrow of a government or social order in favor of a new
system.
Monarchy: a form of government with a king or queen at the head
Constitutional Monarchy: A monarchy in which the powers of the ruler are
restricted to those granted under the constitution and laws of the nation.
Republic
Bonfig&Debski 21
Reign of Terror: a period of remorseless repression or bloodshed, the period of the

Terror during the French Revolution.

The lesson is a basic lecture but the students will be writing down what is said
rather than what is on the PowerPoint, in order to give them more listening practice. After
the class discusses the Tennis Court Oath, the students will analyze The Declaration of the
Rights of Man and the Citizen. After discussing these sources with their table groups there
will be more of the lecture about the French revolution up until Napoleon.
Time
Activity
Students Learning
Tasks
5 min.
Bell Work
Students will answer

questions on a piece
notebook paper.
Instructor will taking role and

setting up prezi.
5 min.
Discuss Bell
Work
Student will answer

questions from the bell
work when called on.
Instructor will call students to

answer the bell work questions.
5-10
Lecture
Students will be taking

notes and analyzing the
images on the prezi
presentation.
instructor will be telling the

students about the beginnings of
the french revolution and pointing
out pictures and sources of the
students to look at on the Prezi
presentation. Instructor will stop at
designated place to allow students
to read and discuss the Declaration
of the Rights of Man and of the
Citizen
15min
s
Read and
discuss the
Declaration of
the Rights of
man and of the
Citizen
Students will read

Instructor will go around and listen
segments of Declaration to the discussions.
of the Rights of Man
and of the Citizen for
five minutes and then
discuss in their table
groups for five
minutes.
10
mins
Lecture
Students will continue

taking notes
Instructor will continue lecture up

until Napoleon.
Bonfig&Debski 22
5 mins Youtube video
Students will watch

short video on The
Reign of Terror
Instructor will start video of the

Reign of Terror
2 min.
students will make sure

they wrote down their
homework and will
pack up quietly
Instructor will re inform the

students what the homework is and
if needed pass out readings to
students who need it.
pack up time
and reinform
what the
Homework is.
DAILY LESSON PLAN -- DAY 6

UNIT : Age of Revolutions
Day 6
FOCUS OF THIS LESSON: French Revolution
CONTENT OBJECTIVES:
Students will understand the significance Napoleon had on the French Revolution.
SKILL OBJECTIVES:
Revolution.
Students will be able to determine what is important from a lecture and what isnt.
Bonfig&Debski 23
ARIZONA STANDARDS:

Napoleon:
a. Reign of Terror
b. rise of Napoleon
NCSS Theme:
Connections
WHAT AN INSTRUCTION NEEDS TO KNOW TO TEACH THIS LESSON:
The instructor needs to know who Napoleon was, how Napoleon came to power, his
rule of France, and his demise.
ASSESSMENT:
As a pre-assessment, students will respond to the question: What do you know
about Napolean? The students will be submitting their notes on Napoleon for participation
points.
Instructor will need the movie up
o http://www.youtube.com/watch?v=XugfTQ4bRpo
Instructor will be passing out a Chronology of Napoleon Print-out to the students
o https://docs.google.com/a/nau.edu/document/d/1IdsJ9xKmUD_eDvSQ4Q5
FVuFk_pa9I3qPpEkdPP_LNZM/edit?usp=sharing
Electronic Devices will be permitted upon student responsibility and requirement of
such items.
This lesson utilizes a Youtube video to teach the students about Napoleon.
ACCOMMODATIONS:
The movie offers subtitles for those students who have trouble hearing. Teacher
will also observe the class and pause video as needed for explanations.
VOCABULARY:
Bonfig&Debski 24

system.
Republic
Coup detat: a sudden, violent, and illegal seizure of power from a government
Campaign: a series of military operations intended to achieve a particular objective,
confined to a particular area, or involving a specified type of fighting.
LESSON OUTLINE AND DESCRIPTION STRATEGIES:

There will be a movie about Napoleon and to keep students paying attention they
will have to take bullet point notes on what they think is important.
Step by Step Sequence of Daily Plan:
Time
Activity
2
min.
Bell Work
Students will answer questions

on a piece notebook paper.
What did you learn about
Napoleon from the reading
source?
Instructor will taking role and

setting up the movie.
2
min.
Discuss Bell
Work
Student will answer questions

from the bell work when called
on so the instructor will know
what the students have learned
from the reading.
Instructor will call students to

answer the bell work questions
so then the instructor will
know what the students have
learned from the reading.
40
movie on
mins. Napoleon
Students will be taking notes

and making a chart of things
they knew before about
Napoleon and one column that
they
The Instructor will start the

movie at 12min and then stop
the movie at about 12 mins
before the end of class. Since
many students already know
about Napoleon in some way
they just need a small overview
about him.
10
Students will think about
Instructor will discuss the
preparation
Bonfig&Debski 25
mins
for next days

activity
people in revolutionary France

and make a face personality.
The student will pick gender,
age, career, class, and whither
they are loyal to the
government or a revolutionary
different classes like the

bourgeois, peasant, noble, or
church. Then have students
write out their persona for the
next class. If the student does
not finish they will have it as
homework.
DAILY LESSON PLAN -- DAY 7

Day 7
FOCUS OF THIS LESSON: Review of the French Revolution Why did the Revolution Grow
More Radical?
CONTENT OBJECTIVES:
Students will understand that the first phase of the French Revolution abolished the
system of feudalism.
Student will understand the significance of events before the French Revolution.
SKILL OBJECTIVES:
Students will be able to identify the outcomes of the French Revolution.
Bonfig&Debski 26
Students will be able to analyze given sources in personas of different social classes.
Revolution
ARIZONA STANDARDS-Concept 6: Age of Revolution
Napoleon:
a. Reign of Terror
b. rise of Napoleon
NCSS THEME
Connections
The instructor should be familiar with the French Revolution from about 1787 to
1793. specifically the instructor should know: the calling the Estates General, the storming
of the Bastille, the document Declaration of the Right of Man and of the Citizen, what a
constitutional monarchy is, how France became the First Republic, and the events
surrounding the execution of Louis XVI. The instructor needs to know who Napoleon was,
how Napoleon came to power, his rule of France, and his demise.
The instructor will also need to know about the class systems and the effects of the
above events on different areas of France.
The instructor will need to know how to set up the lesson completely
o https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCaN0pyZndKZUdR
Y1k/edit?usp=sharing
ASSESSMENT:
As a formative assessment, having students analyze the documents and then
discussing them through the lens of their personas, will show the instructor that the
students understand the factors of the revolution.
There are 5 different readings: 1 pamphlet (double sided), 3 broadsides, 1 letter.
o https://docs.google.com/a/nau.edu/document/d/1EFJlVejzc9wd9E3_hwhTJZfIbPFJE__IXTzNT4vADw/edit?usp=sharing
o https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCaNEhGREJhSFhP
MEE/edit?usp=sharing
Bonfig&Debski 27
https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCac0pON0VEQ204
MWs/edit?usp=sharing
o https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCadG5nOFRfQmRf
UTg/edit?usp=sharing
o https://drive.google.com/a/nau.edu/file/d/0BysZSNxEXyCadG5nOFRfQmRf
UTg/edit?usp=sharing
Class set of patriot cockades
Menu of instructions:
o Read at least one of the news pieces
o Ponder what it would mean you as a French person during the Revolution
o Share the news with the people in your Debating Society
o Discuss what these news events mean for you and the Revolution
o Patrons have 25 minutes to discuss with their Debating Societies
o
This lesson implements inquiry by having students use their developed personas to
put themselves into the time period through the sources. In essence it is an exercise in
understanding different historical perspectives through sources.
ACCOMMODATIONS:
The instructor could give the documents ahead of time and have students make
speeches to be delivered to the class. Several students could work on the same document
and then use a few minutes in class to merge their speeches into a really powerful oration
to be delivered. In the class the students each had different documents. If the instructor
were concerned that students may have difficulty understanding the documents he or she
could have the students in each debating society have the same document and then change
groups so that everyone had a different document. The instructor could make a worksheet
that offered questions to help elicit an analysis of this period. If the instructor did not want
to do a simulation, these documents could be used to support a more standard history
discussion about the radicalization of the Revolution.
VOCABULARY:
system.
Republic
Coup detat: a sudden, violent, and illegal seizure of power from a government
Bonfig&Debski 28
Campaign: a series of military operations intended to achieve a particular objective,

confined to a particular area, or involving a specified type of fighting.

The lesson is an activity that causes the students to think historically by putting
themselves in the minds of the people of the time. The students will read sources from the
French revolution and then discuss them in detail. The classroom needs to be set up into
groups and the instructor needs to have the patriot cockades and the menu sign made up.
There also needs to be class sets of every reading.
Time
Activity
Teachers Learning
Tasks
As
class
walks
in
Hand out
patriot
cockades
Students will walk in quietly and sit at

their table groups and take out their
paper about their identity.
Instructor will pass

out the patriot
cockades as the
students walk into
the classroom.
5 mins.
Explain
activity
Students will listen to the instructions

for the activity. The students will also
be able to reference the Cafe menu sign
for the instructions.
Instructor will
explain the activity
and the rules of the
activities.
15
mins
Read
Documents
Students will take time to read at least

one of the sources and think about how
it would have affected them at the time
and in their persona.
Instructor will walk

around and help
students if needed.
30
mins
Group
Discussion
Students will discuss how the events on

the sources would affect their persona.
Instructor will walk

around and help
students if needed.
2 mins
Quick write
Students will write about how they

Instructor will
thought the activity went and what they facilitate the activity
learned.
2 mins
pack up
Students will pack up quietly and stay

in their seats.
Bonfig&Debski 29

UNIT: Age of Revolution
Day 8
FOCUS OF THIS LESSON: The Latin American Revolutions: their causes, leaders, and
results.
UNIT ENDURING UNDERSTANDINGS:
UNIT ESSENTIAL QUESTIONS:
CONTENT OBJECTIVES:
Students will understand the social climate of Latin American colonial society.
Students will understand the political and social causes that lead to the Haitian and
other Latin American revolutions.
Students will know the important figures within the different Latin American
revolutions including: Toussaint LOuverture. Simn Bolvar, Jos de San Martn,
Miguel Hidalgo, etc.
SKILL OBJECTIVES:
Students will be able to identify the elements of colonial society that caused unrest
in Latin America.
Students will be able to explain how Haiti and other colonies won independence.
Students will show what they have learned through reading the text, through the
creation of audience engaging projects.
ARIZONA STANDARDS-Strand 2: World History - Concept 6: Age of Revolution
PO 5. Explain the revolutionary and independence movements in Latin America
(e.g., Mexico, Haiti, South America).
Bonfig&Debski 30
NCSS THEME
Society.
WHAT AN INSTRUCTOR NEED TO KNOW TO TEACH THIS LESSON
In order to teach this lesson the instructor needs to be familiar with the textbook,
pages 681-686. Ideally the instructor needs to be familiar with the Latin American
Revolutions of Haiti, Mexico, Venezuela, Bolivia, Chile, etc. The instructor should also know
the prominent leaders involved in these events and the national powers as well. The
teacher also needs to be familiar with the different media aspects being offered to the
students: Prezi, GoAnimate, Bubble.us, Powerpoint, Glogster. Etc. (See Accommodations for
more on this)
ASSESSMENT:
Formal Formative Assessment: Students will be asked to create a project in which
they depict different aspects of the Latin American Revolutions. The included rubric asks
them to clearly identify who was involved, when did it happen, where did it happen, and
why did it happen. The medium used to create their project is not specifically identified but
should limited to Prezi, GoAnimate, Bubble.us, and hand made materials such as a
pamphlet or a poster.
Copy of Assessment: N/A (due to different options)
Scoring Guide: Please see rubric:
https://drive.google.com/file/d/0B4l9gf0CTgxZUWlYd2tkLWk3NUk/edit?usp=sharing
Laptop cart or general access to computers.
Rubrics (https://drive.google.com/file/d/0B4l9gf0CTgxZUWlYd2tkLWk3NUk/edit?usp=sha
ring)
7 topics:
Latin American Class Structure (681-682),
Haitian Revolution (682),
Simn Bolivar (683-684),
Jose de San Martin (683-684),
Miguel Hidalgo (685),
Mexicos Independence (685-686),
Brazils Royal Liberator (686).
HOMEWORK: N/A
This lesson centers on students creating a project to inform the class about a given
Bonfig&Debski 31
topic. The mediums designated in this lesson include ones that the students have accounts
and previous experience with: Prezi, GoAnimate, Bubble.us, and powerpoint. Students will
also be given the option to create a pamphlet or poster by hand. The intent of this lesson is
to allow students to demonstrate what they have gathered from their research effectively.
As for Inquiry, this lesson could be adjusted to include a discussion of what was omitted by
certain groups and the significance behind omitting certain bits of information.
ACCOMMODATIONS:
While this lesson is intended to utilize different electronic mediums, students could be
asked instead to do projects based on non-electronic mediums: pamphlets or posters.
Grouping students could be adjusted to the teacher assigning specific individuals to a group
to better aid those students who might struggle with this lesson (but the table groups are
already set up for such.) Finally the topics for the students to cover could be given to
specific groups if it is believed that it would better the students understanding or improve
engagement.
VOCABULARY: N/A, but the reading may contain words that students are unfamiliar with.
The instructor should be prepared to expand or redefine terms.
As students enter the room they will be instructed, via note on door or posted on
board, that they are to grab a laptop and a textbook. Teacher will then introduce the
activity: a project to learn about the Latin American Revolutions. Teacher will demonstrate
the chosen avenues of submission (Prezi, GoAnimate, Bubbl.us) and assign topics after
breaking the class into 7 groups. Teacher will distribute rubric and allow students to begin
their research. After students have read their topics and made an outline of their project
they will be allowed to start their projects after checking in with the teacher. (Teacher
should verify that students are aware of time restraints and other elements within
projects.) Once groups have finished projects, each will share what they have created. The
class will end in a discussion of commonalities between revolutions based on what was
presented.
Time Activity
3m
Opening
Activity
As students enter the class they

will be instructed to pick up a
textbook and a laptop.
Teacher will prepare

materials and attempt to
answer all questions before
start of actual lesson.
8m
Intro to
Main
Activity
After teacher is done showing

and explaining the project
students will break into 7
groups (based on sitting
Teacher will explain the

project, giving examples of
each format that can be used.
Bonfig&Debski 32
10m
Reading
arrangements.)
Teacher will hand out rubrics

for each group and assign
topics for each.
Students will read research

their assigned topics using their
textbooks and create an outline
of what they would like to
accomplish.
Teacher will walk around and

address questions students
may have.
Once students have read and
have an idea of their projects,
teacher will confirm each
groups project and
(depending on choices and
content) give suggestions.
20m
Creating
Students will be given 15-20

minutes to create their quick
projects. They should be
referring often to their rubrics
and outlines.
Teacher will continue to

survey room, making sure all
students are on task and
involved.
10m
Sharing
Each group will present their

finished project to the class. In
essence teaching their fellow
students the material.
Teacher will facilitate the

groups presenting but also
raise questions in the event
that the groups have missed
information.
5m
Discussion
Students will participate in a

discussion over the
commonalities between the
Latin American Revolutions,
using the projects as their
source of evidence.
Before end of class Teacher

will remind students of
approaching Catch Phrase
deadline and encourage
questions on this topic or
others covered.

UNIT: The Age of Revolutions
Bonfig&Debski 33
DAY 9
FOCUS OF THIS LESSON: Catch Phrase is intended as a review for the Unit Test. It engages
students in a game like setting, but requires that they have a full understanding of specific
terms in order to participate.
CONTENT OBJECTIVES:
N/A
SKILL OBJECTIVES:
Students will be able to demonstrate their understanding of terms and people
discussed in this unit by giving definitions and explanations of given terms without
directly stating the term.
ARIZONA STANDARDS-Strand 2: World History - Concept 6: Age of Revolution
Magna Carta, the English Bill of Rights, and parliamentary government,c. the ideas
of John Locke
PO 4. Analyze the developments of the French Revolution and rule of Napoleon:
a. Reign of Terror, b. rise of Napoleon, c. spread of nationalism in Europe,
Bonfig&Debski 34
(e.g., Mexico, Haiti, South America)
NCSS THEME:
Connections
In order to teacher/run this lesson the instructor must be familiar with The Age of
Revolutions including but not limited to: Absolutism, the British Civil War, the Glorious
Revolution, The Enlightenment and how it spread throughout Europe and to the Atlantic
World, The Scientific Revolution, the French, American, Haitian and Latin American
Revolutions. This includes key names and terms such as Hobbes, Locke, the Reign of Terror,
The Declaration of Independence, etc. It is recommended that the teacher looks through the
term-cards and discerns if he or she is unfamiliar with the terms. The students will be
defining and attempting to place terms in context for other students so understanding is
key.
ASSESSMENT:
This lesson will be based on informal formative assessment: mainly the teacher is
facilitates the activity. The instructor should be listening to students answers and
definitions to check for understanding of the terms. (eg: If a card is pulled and the speaker
says an incorrect definition but the group guesses the term, the teacher needs to step in,
and replace the card.) The assessment in this lesson is student perpetuated.
INSTRUCTIONAL MATERIALS
Catch Phrase Instructions
o https://drive.google.com/file/d/0B4l9gf0CTgxZMFdiTkFFeXBxYjA/edit?usp
=sharing
Catch Phrase Term-Card template (printed out and cut out)
https://drive.google.com/file/d/0B4l9gf0CTgxZbXQxM19HNWVZSk0/edit?usp=sha
ringA timer (can use a (digital) stopwatch or a classroom clock)
USE OF TECHNOLOGY/INQUIRY-Although there is not technology expressly needed in this lesson one could opt for
its use depending on ease and ability. It is recommended that the rules of the activity be
posted for the students to read along with you. Posting can be done by a projection device
(ELMO) or just by projecting a digital image. This is also suggested for the Final Round
Question.
This lesson utilizes some inquiry skills by having the students process terms they
should be familiar with in a different way that is still historically accurate.
ACCOMMODATIONS:
Bonfig&Debski 35
Depending on the mood and attitude of the class as a whole this activity can be
changed in various ways. For students of varying levels of communication skills, it would
be ideal to set up the teams so that all students will have an opportunity to speak but no
one is at a real disadvantage per say. Terms can be taken out of the deck based on
understanding and involvement of students. For gifted students, specific terms can require
expanded definitions (eg: a card that says Revolution requires that the causes of the
revolution be stated.)For ELLS or SPed students, the ability to draw the term to clue in their
group could be adapted into this lesson, as well as being able to speak in their native
tongue (but not the translated term).
VOCABULARY: (Please see link to terms)
(Please see link to activity directions)
Time
Activity
Students Learning
Tasks
5m
Warm Up Work
Students will share and

reflect on Catch Phrase
definitions
Teacher will prepare cards,

answer questions, and direct the
class as needed.
5m
Demonstration &
Rule Reminder
Students will put away all

materials to play Catch
Phrase.
Teacher will break class into 4 or 5

groups.
Then. the the teacher will read
aloud the instructions and rules
for playing Catch Phrase. Giving an
example what to do, and what not
to do.
35m
Catchphrase: The
Game
Students will alternate

within their groups in
order to win.
Teacher will act as facilitator:

keeping class on task, acting as
referee for disputed responses,
and making sure clues are
acceptable.
3m
Catch Phrase:
Tallying Up &
Final Round
Respective Groups will

work together to answer
the final question.
Teacher will present class with

final question.
7m
Wrap-Up, Pack
Up, & Reminders
Students may ask

questions about terms
they missed.
Teacher will note which cards

were not answered and remind
students of due dates.
Bonfig&Debski 36
Students will pack up to
leave but also note the
announcements by
teacher.
DAILY LESSON PLAN-- Day 10

UNIT: The Age of Revolutions
citizens, governments, and ideologies as well. :
Day 10
FOCUS OF THIS LESSON: Socratic Seminar of Revolution
CONTENT OBJECTIVES:
Students will know how to discuss controversial material in a civil manner.
Students will know how the given documents go with each revolution.
SKILL OBJECTIVES:
Students will be able to determine the similarities and differences of the revolutions.
Students will be able to analyze primary and secondary sources and formulate an
opinion based on give sources.
ARIZONA STANDARDSStrand 2: World History - Concept 6: Age of Revolution
Bonfig&Debski 37
PO 1. Contrast the development of representative,
limited government in England with the development and continuation of absolute
monarchies in other European nations: a. absolute
monarchies (e.g., Louis XIV, Peter the Great, Philip II), b. the
Magna Carta, the English Bill of Rights, and parliamentary government,c.
the ideas of John Locke
Po 2. Explain how new ideas (i.e., Heliocentrism,
Scientific Method, Newtons Laws) changed the way people understood the world.
PO 3. Explain how Enlightenment ideas influenced political
thought and social change: a. Deism, b.
role of women, c. political thought,
d. social change
PO 4. Analyze the developments of the French
Revolution and rule of Napoleon: a. Reign of Terror, b.
rise of Napoleon, c. spread of nationalism in
Europe, d. defeat of Napoleon and Congress of Vienna
P0 5. Explain the revolutionary and independence
movements in Latin America (e.g., Mexico, Haiti, South America)
PO 1 Identify the characteristics that define a region: a. physical processes such as
climate, terrain, and resources b. human processes such as religion, political
NCSS THEME-Strand 3 - People, Places and Environments, Strand 5 - Individuals, Groups, and
Connections
WHAT AN INSTRUCTORS NEED TO KNOW TO TEACH THIS LESSON:
The Instructor need to know everything about each Revolutionary document and be
able to explain how the students should form an opinion from the documents.
ASSESSMENT -The socratic seminar will act as one of the summative assessments for the students. It
will give students a chance to demonstrate what they have learned throughout the unit in a
non-traditional way. This hybrid method is intended to reach out to those students who
struggle in writing and reading, or at the very least traditional assessment methods.
Bonfig&Debski 38
Socratic Serminar Packets (Students should have their copies from start of unit.)
https://docs.google.com/document/d/1n0s2FZusdkJ0aJi4_JDmcRTGuaA0zP
fsVcNUiVayrk0/edit?usp=sharing
Evaluations for outer circle (see student packet document, the last page)
USE OF TECHNOLOGY/INQUIRY: N/A
ACCOMMODATIONS:
Sources could be adapted to include more visual sources for students to use in their
arguments, rather than only using written sources. The questions can be read allowed
multiple times by the students. Although it negates the purpose of a socratic seminar,
responses could be written down in advance to certain questions, given to the instructor
and then read out-loud by the instructor for the class to discuss by the inner circle.
VOCABULARY: N/A
Prior to this lesson the students will have already read and annotated the
documents in their source packets.
The classroom should already be set up with one circle of 13 seats inside of
another circle of 14 seats, 1 chair should be in the middle for a hot seat, and
the tables should be against the walls. This set up allows for a less limited
view for the students to see one another.
The lesson should begin with a prompt on the board that the students need to pull
out their materials for the socratic seminar. The students will have 5 minutes to collect
their thoughts and finalize their arguments. Then the teacher will introduce the seminar
and divide the students up for the different circles. The teacher will distribute the
evaluations to the outer circle, and then prompt the inner circle with the first question.
While the instructor is not actively participating in the discussion she should be listening
and moving the kids back on track if they should get off track. As the seminar draws to a
close the instructor will offer the last two questions and then lead the class in a discussion
of the seminar itself. The last few minutes of class will be dedicated to answering questions
about the test for the next day.
Time
Activity
5m
Bellwork
Students will come in and sit

quietly, retrieving their packets
for the socratic seminar and
finalize any arguments they
would like to make on their
own.
As Bell work, Instructor

instructions to get out materials
needed for class: their source
packets.
(Before class the room should
already be set-up: tables against
the walls with chairs in the
Bonfig&Debski 39
middle in a circle.)
5m
Main
Activity:
Introducti
on to
Seminar
Instructor will introduce the

seminar and its purpose (to
facilitate a deeper
understanding of the ideas and
values in the given texts and
through shared discussions.)
Teacher will separate students
so that there will be 13 students
on the outside of the circle and
14 students on the inside. There
should be 1 seat left open for a
hotseat in the middle of the
inner circle.
35*
mins
Main
Activity:
Socratic
Seminar
Students will have an open

discussion based on the first
question prompted and lead
themselves through the
questions (not in any particular
order.)
The students participation in
discussion is crucial to
determining their individual
grades.
As the teacher distributes the

evaluations to the outer circle,
the teacher will prompt students
with the first question and
monitor the discussion. The
teacher will not step in or speak
up to student discussion.
If there is a lull in the discussion
the teacher can remind students
of their prompts for each other
(please see seminar document)
Before the 35 minutes are up,

the teacher will direct the
students to the final two
questions on their question list.
(The final two questions may
bleed into the following
debriefing questions.)
5m
Main
Still in circles, Students will
Activity:
participate in the discussion of
Debriefing how the seminar went.
Teacher will lead the class in a

discussion of how they felt the
socratic seminar went: How
was the process for us? Did
anyone feel the class missed a
Bonfig&Debski 40
crucial point? What more
could we have discussed?
5m
Closing
Activity
Students will ask questions over

material for the test tomorrow.
Teacher will remind students of

test tomorrow and answer
questions about material.
(Teacher should look at lesson
plan for next day.)

DAY 11
FOCUS OF THIS LESSON: Today, students will be taking their Unit Exam on The Age of
Revolutions.
CONTENT OBJECTIVES:
Students will know where the British, Spanish, and French empires and their
respective colonies are geographically.
Students will understand the causes and impacts of Enlightenment and the Scientific
Revolutions.
Students will understand the causes and impacts of the British Civil War, and
the Glorious, American, French, Haitian and Latin American Revolutions.
Bonfig&Debski 41
SKILL OBJECTIVES:
Students will be able to locate the British, Spanish, and French empires and their
respective colonies on a blank world map.
Students will demonstrate an understanding of the causes and impacts of the
Enlightenment, the Scientific Revolution, and the political revolutions of the North
and Latin America, Haiti, and France.
ARIZONA STANDARDS:
Strand 2: World History - Concept 6: Age of Revolutions
Magna Carta, the English Bill of Rights, and parliamentary government,c. the ideas
of John Locke
PO 4. Analyze the developments of the French Revolution and rule of Napoleon:
a. Reign of Terror, b. rise of Napoleon, c. spread of nationalism in Europe,
(e.g., Mexico, Haiti, South America).
PO 1. Identify the characteristics that define a region: a. physical processes such
as, climate, terrain, and resources, b. human processes such as religion, political
PO 2. Describe the factors (e.g., demographics, political systems, economic systems,
resources, culture) that contribute to the variations between developing and
developed regions.
PO 5. Examine how the geographic characteristics of a place affect the economics
and culture (e.g., changing regional economy of the sunbelt, location with respect of
natural hazards, location of Panama Canal, Air Force Bases in Arizona).
NCSS THEME:
Bonfig&Debski 42
Connections
This is fully dependent on if the instructor would like to answer questions about the
material covered on the test if all students have finished before class is over. With this in
mind, the instructor should be able to locate the British, Spanish and French empires and
their respective colonies of The American Original 13, the Haitian Colony, and the Latin
American Colonies. The instructor should be familiar with the circumstances that led to the
Scientific Revolution and the Enlightenment: ie the political and intellectual climate, major
names (such as Galileo, Descartes, Locke, Hobbes, and the Philosophes). The instructor
needs to know of the causes and impacts of the British Civil War and Glorious Revolution,
the American Revolution, the French, Haitian and Latin American Revolutions.
ASSESSMENT:
There is no pre-assessment or formative assessment in this lesson. This is the Units
Summative Assessment. Students will be given a Testing packet consisting of 20 multiple
choice questions, and 3 written responses. The multiple choice questions are to check for
content and to also clue the students into what they are to write about in their three
written responses. The written responses are to further check for content. Students are
required to locate the term/their answer in time and place and write what its significance
is in answering the questions. The IDs allow students a means to define terms in their own
words and pull from what they have learned.
Copy of the Assessment: The original test document has the answer key as
comments on the right side of the paper.
Scoring Guide: There are 20 multiple choice questions that are worth 1 point each.
The 3 Written responses are worth 10 points each.
27 Testing Packets
(https://docs.google.com/document/d/1C28Lq3xBuMONcp3HHPGWoMsAJ
Y9KwKjzQf7GJh2uE3M/edit?usp=sharing)
27 Scan-trons
Assistive devices as needed (see Accommodations section)
USE OF TECHNOLOGY/INQUIRY-- N/A or dependent on student needs, which would be
met at the Testing Center. Please see Accommodations below.
ACCOMMODATIONS:
In the event that there are students who require taking the test in the schools
Testing Center, they may either leave the class after seeing the instructor, or head to the
Testing Center to sign-in and take their tests there.
VOCABULARY: N/A
Bonfig&Debski 43
The students will be taking their Unit Exam. No teaching strategies are necessarily
implemented other than reading allow the instructions and explaining the test in a
summary. If there is time at the end, when all students have completed the test, the
instructor has the option of reviewing the content covered on the test and answering
student questions about material.
Time
Activity
Students Learning
Tasks
5m
Warm
Up
Work
Students will prepare for

the exam by looking over
notes and may ask
clarifying questions
Teacher will double check

materials for test as students
review, as well as prepare those
students who have different
testing needs.
45m
Test
Students will proceed in

taking the test.
Teacher will navigate the room,

helping students without giving
exact answers if need be.
Those who finish

early may use the time
after their exam to work
on materials for this
class or other classes.
5m*
_________
(Or more time
depending on if
students finish
early)
Wrap
Up
Finishing up tests.
Teacher may lead a light

discussion of material cover in
Working on materials for test: what was easy/difficult or
this or other classes.
clarifying terms.
Teacher will notify students of
homework and or
announcements.
Professional Responsibility &

Dispositions.
Bibliography
Bonfig&Debski 44
"The American Revolution." History Channel. DVD

Beck, Roger B.. World History: Patterns of Interaction. Teacher's ed. Orlando, FL.: Houghton
Mifflin Harcourt Pub. Co., 2012.
"Horrible Histories: English Civil War with Bob Hale."Horrible Histories. BBC. Web,
http://youtu.be/3FyQnEDt7eA.
"Revolution! The Atlantic World Reborn: A Resource Guide for History Teachers."
EDSITEment: The Best of the Humanities on the Web.
http://www.nyhistory.org/sites/default/files/curriculum_materials/revolution/Re
volution-Teachers-Guide.pdf (accessed December 10, 2013).
Scavenger Hunt: North Americas Physical Features Lesson Plan.ESE 304.

Debskibonfig Unitplan Revision

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Debskibonfig Unitplan Revision

Transféré par

Droits d'auteur :

Formats disponibles

Bonfig&Debski 1

UNIT PLAN WORLD HISTORY W/ GEOGRAPHY

Learners and Learning

Learning Goals, Objectives, and Skills

Unit Enduring Understandings

Unit Essential Questions

Unit Assessment Plan

Daily Lessons and Instructional methods/strategies/activities

People respond to and resolve conflicts in a variety of ways

UNIT ESSENTIAL QUESTIONS

Students Learning Teachers Learning Tasks

Introduce Google earth, showing some of

Circle the room and check for

Prepare start of lesson, and then ask

Teacher prepares example of finished

Students will give

Point out that the geography of the colony

product expected of project.

In the final 3 minutes: Answer questions

Answer questions and give any

DAILY LESSON PLAN -- Day 2

VOCABULARY: N/A, however students will be instructed to read their textbooks in

Students Learning Tasks

Teachers Learning Tasks

Students will respond to the

Teacher will instruct students to

Students will take notes and

Teacher will lead students

Students will finish up their

Teacher will remind students of

DAILY LESSON PLAN -- Day 3

Students Learning Tasks

Teachers Learning Tasks

Students will come into

Instructor will take role and

The students will be given

Instructor will pass out the

Students will listen to the Instructor will read the

Student will discuss in

Instructor will walk around

Students will answer

Instructor will facilitate class

about how the picture

Students will write why

Instructor will explain to

DAILY LESSON PLAN-- Day 4

Teachers Learning Tasks

Student will submit

Teacher will use this time to set

Students will express

Teacher will facilitate the

Main Activity: Lecture

Students will take

Students will watch

Before the start of the vide3o,

Students will turn in

Teacher will instruct students in

Exit ticket: turn in

DAILY LESSON PLAN -- Day 5

PO 1. Contrast the development of representative, limited government in

Reign of Terror: a period of remorseless repression or bloodshed, the period of the

LESSON OUTLINE AND DESCRIPTION OF STRATEGIES:

Teachers Learning Tasks