Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Andrea Gerrits

Date 11/9- 40 min Subject/ Topic/ Theme French Revolution Grade ______9_________

I. Objectives
How does this lesson connect to the unit plan?
The French Revolution is a result of the Absolute governments and Enlightenment ideas talked about in past lessons in this unit.
This is the cause of all the effects we have talked about before. This is the last day of this lesson and encompasses the events and
ideas of the French Revolution

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotiona
l

• Remember the key events that moved the French Revolution Rem

• Understand the importance of representative Legislative Bodies v a non-representative Legislative body Understand

• Compare French revolution Documents to American Documents Analyze

• Make Connections between Glorious Revolution and French Revolution Analyze

• Understand the position of the 3rd estate in the French Revolution
Under x

Common Core standards (or GLCEs if not available in Common Core) addressed:
5.3.5- Europe though the 18th Century- Analyze the major political, religious, culturally, and economic transformations in
Europe
K1.7 Understand social problems, social structures, institutions, class, groups, and interaction.
P3.3 Write persuasive/argumentative essays expressing and justifying decisions on public policy issues.

5.3.5- Analyze
K1.7-Understand
P3.3-Create

II. Before you start

Identify prerequisite Students will need to understand the implications and effects of Absolute governments, taxes, Causes
knowledge and skills. of the French Revolution, and the impacts and actions of the Glorious Revolution

Pre-assessment (for learning):

Students are asked what they know about Napoleon Bonaparte- talk in groups for 30 seconds and then
bring it back to the whole class
Formative (for learning):
Ask students if they have any questions or need clarification. Walk around the class when students are
working on declaration activity.
Outline assessment
activities Formative (as learning): Ask students about the connections they made between the French
(applicable to this lesson) Declaration and American documents. If students are able to make connections, they must be able to
understand both documents.

Summative (of learning):

Students write a letter to the King of France about unfair taxes. If they don’t express anger or
annoyance, they did not understand the French Revolution.

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

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What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
How will your classroom
be set up for this lesson?
III. The Plan
Time Components
5 -Welcome Students
Motivation
(opening/ -Review Phase one leading up to Declaration
introduction/
engagement)
5 Student Declaration comparison activity
(Notes at end of document)
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Provide options for self-regulation-
expectations, personal skills and strategies,
self-assessment & reflection
Students can choose if they want to
participate in group discussion and
table group conversation. They can
reflect on the information they
learned about from the day before
and add it to the discussion.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
Students are asked to recall
information they know about
Bonaparte and will get feedback
about other class discussions
and ideas they talk about
Provide options for recruiting interest-
choice, relevance, value, authenticity,
minimize threats
Connect to famous plays and
movies; talk about the relevance of
good government and how it
applies to politics today.
-Powerpoint
-Note Sheet (30 copies)
-Writing Utensil for each student
-Declaration activity on classroom
-Computers for homework
8 tables of 3-4 desks/ students at each table
Describe teacher activities AND
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Provide options for comprehension- Provide options for executive
activate, apply & highlight functions- coordinate short & long-
Apply ideas of Enlightenment term goals, monitor progress, and
and makes the connection of modify strategies
absolute governments. This is Walk around as students are talking
the result of absolute and have different tables say what
they talked about. Don’t have just a
governments.
few students talk. Hear from
students who don’t talk as much.
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect of expression
language Students homework is opened
Connect information to other and they are allowed to respond
revolutions and make in any way they would like.
comparisons to show They get credit both for jotting
similarities and differences. down notes and writing a formal
letter. They can express
themselves in group or class
discussion or just write ideas on
note sheet.
Provide options for perception- making Provide options for physical action-
information perceptible increase options for interaction
Information is represented in the Students will interact with a
presentation, activity, maps, and Google map that allows students
creative writing.
to explore the Palace of
Versailles. They can talk about
things they discover with each
other or keep thoughts on paper
student activities
-Students talk in table groups about martial covered
the day before; lead into group conversation about
review
-Students will be assigned different articles to
compare and tell class the connections they made
Students will work in groups and then tell the class
which documents connect to eachother
 which documents connect to eachother
8

Phase Two: The Republic National Convention

Reign of Terror
-Students take notes
10 Development Phase 3: Napoleon How He took power Defeat
(the largest
component or
main body of Ask students what they already know about
the lesson) Napoleon
-Students say what they know about Napoleon
Results

7
Connections: Ask students to talk in table groups
about questions regarding problems of the French
Revolution and comparison to the Glorious
Revolution
-Students talk in able groups and will latter talk in
group discussion

5 Closure Introduce homework assignment- touring the -Students will explore palace
(conclusion, palace of Versailles and writing as a 3rd estate
culmination, member about the injustice that they are starving
wrap-up) and poor and the king is living here

-Students will follow link and explore the palace of

Versailles

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson was quite boring but I was not able to change it very much. I had a lot of material I needed to cover and the class is not
suppose to have a lot of homework/reading because it is a freshmen class. Although the simulation was fun, it took up a lot of time
that could be spent on more directive understanding and exploratory learning. Looking back, I would have cut back the time spent
on the simulation and added more smaller activities in the lesson. At the same time, the students really understood the frustrations of
the 3rd Estate, demonstrated in their writing responses and overall annoyance with the simulation. If I were to restructure this
activity, I would have made the simulation one round, shorter, and less complicated. I would have added a speech or biography from
Bonaparte for the students to read and talk about.

Lesson Plan French Revolution Notes

1. Welcome students

2. Go over activity from last class

Each table was assigned 2 articles and had to connect them to two american documents and enlightenment ideas
Go around to each table and have them read the article they had and the connections

3. Review Estates General

Legislative Branch of France, but had been disbanded for 149 years.
Because it was disbanded for so long, there had been no checks or balances on the king
The two higher estates ganged up on the 3rd estate and refused them the right of representation
As a result, the 3rd estate broke off and created the National Assembly.

4. The National Assembly

The 3rd estates own legislative body that broke off from the Estates general
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They declared the Tennis Court oath: they would not leave until they created a constitution. Within three weeks, they created the
Declaration of Rights of Man and of citizen.
At first the king did not accept this constitution. However, there was a rumor spreading among the third estate that Marie Antoinette
and King Louis were hoarding grain in the palace.

5. Women’s March
As a response to the refusal of King Louis signing the declaration and rumors
A bunch of women stormed Versailles with Pitchforks and flames
“Talked to” the king and he signed the declaration

6. Constitutional Monarchy
The National Convention: Assembly for the government
749 members from different classes
Two factions of the group, which fought so much,
As internal rebellion rose, the convention was replaced by the committee of public safety

7. Reign of Terror
The king’s death led to other countries distrust in France
The committee of public safety decided a good way to take control of the unruly people was to terrorize them and kill them if they
disagreed.
Groups of high target included Nobles, Priests, and Hoarders
Within 1 month, 1,400 people were executed without trial
This was too far for the people and led to the downfall of Robespierre

8. Napoleon Bonaparte
The national convention met again and decided to give 5 people power over the country
There were a few groups that protested; the jacobins and royaliest but were silenced by the army, led by Bonaparte
BECAUSE THERE was still massive resent among the people, the government needed the army to maintain control and authority
Over time, the leaders gave more power to Bonaparte then they had themselves
Because the government was giving so much power and never had real authority, Napoleon was able to stage a coup and take over the
government
Napoleon ultimately is brought down because his visions were too high
Waterloo lose was the final nail in the coffin that Napoleon’s reign was over

9. Results
Feudalism and absolutism are over
Although feudalism was more of a middle age concept, at this point most countries progress into more centralized governments and
organized taxation
The French Revolution was a reaction to Absolutism and other countries did not want to experience this horror in their own country
Although many countries were already growing out of Absolutism this is the final nail in the coffin
Nationalism always grows during wars and as Napoleon rampaged through Europe, troops rallied to defend their nation. Solidification
of borders
Although Napoleon caused a lot of destruction, he spread ideas and sparked more philosophical movements about Enlightenment
People saw this as another example of what not to do

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