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Lesson Plan #_2__
The Tennis Court Oath
Introduction:
This lesson will cover the Tennis Court Oath. Students will focus on what the Oath demanded, why people wanted to change the government and how they wanted the change to occur.
Objectives:
Content/Knowledge:
1. Students will be able to (SWBAT) identify what the Tennis Court Oath is.
2. SWBAT explain the purpose of the Tennis Court Oath.
3. SWBAT who wrote the Tennis Court Oath.
Process/Skills:
1. SWBAT read and analyze a primary document.
2. SWBAT discuss the significance of a primary document in history
Values/Dispositions:
1. SWBAT empathize with the rebels who started the French Revolution.
2. SWBAT understand the grievances of the French citizens.
Standards:
State – Illinois Learning Standards
16.A.4a Analyze and report historical events to determine cause and effect relationships.
16.A.4b Compare competing historical interpretations of an event.
16.D.5 Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history.
National – National Council for the Social Studies Standards
1. Power, Authority and Governance – Political Science
National – National Standards for History
1. NCSS – 2.1.b – enable learners to develop historical comprehension in order that they might reconstruct the literal meaning of a historical passage, identify the central questions addressed in historical narrative, draw upon data in historical maps, charts, and other graphic organizers and draw upon visual, literacy or musical sources
Syntax – Procedures
1. Analytical:
a. Teacher Instructions
1. Begin by accessing prior knowledge. Do this by tossing a ball around the room. When a student is holding the ball, he/she may say anything they know about the French Revolution.
2. After several minutes, have students sit down again. Hand out a copy of an excerpt of the Tennis Court Oath.
3. While the students read the excerpt have them make notes on what the main grievances/changes were that the people of France had.
b. Resource
1. Excerpt from the Tennis Court Oath
c. Student Activity
1. The students will read an excerpt from the Tennis Court Oath.
2. They will list the grievances and changes that the French people would like to make to the government of France.
3. They should consider why the people might want these changes to their government.
2. Creative:
a. Teacher Instructions
1. After the students have finished reading the Tennis Court Oath, assign them to a partner.
2. Give the students the prompt “If the French Revolution was happening today, what would the grievances be? How would the goals be different? How would the goals be the same?”
3. Allow the students time to discuss and answer the question. Ensure that the students can back their thoughts with educated ideas.
b. Resource
1. Prompt worksheet
c. Student Activity
1. Students will work with a partner to discuss and answer the prompt.
2. All of the ideas in the answer to the prompt should have the ability to be backed by educated ideas.
3. Practical:
a. Teacher Instructions
1. Have the students return to their original seats.
2. Divide the students into two groups. One group will be pro French Revolution. The other will be anti French Revolution.
3. Allow the students time to discuss the main points of their arguments.
4. Debate whether the French Revolution should/should not.
5. After the debate, assign homework: write one paragraph stating whether or not you believe the French Revolution should have begun.
b. Resource
1. Homework prompt
c. Student Activity
1. Prepare several main points for the debate, as well as questions that can be asked of the other side.
2. Homework: paragraph on whether or not the French Revolution should have begun.
The Tennis Court Oath
Introduction:
This lesson will cover the Tennis Court Oath. Students will focus on what the Oath demanded, why people wanted to change the government and how they wanted the change to occur.
Objectives:
Content/Knowledge:
1. Students will be able to (SWBAT) identify what the Tennis Court Oath is.
2. SWBAT explain the purpose of the Tennis Court Oath.
3. SWBAT who wrote the Tennis Court Oath.
Process/Skills:
1. SWBAT read and analyze a primary document.
2. SWBAT discuss the significance of a primary document in history
Values/Dispositions:
1. SWBAT empathize with the rebels who started the French Revolution.
2. SWBAT understand the grievances of the French citizens.
Standards:
State – Illinois Learning Standards
16.A.4a Analyze and report historical events to determine cause and effect relationships.
16.A.4b Compare competing historical interpretations of an event.
16.D.5 Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history.
National – National Council for the Social Studies Standards
1. Power, Authority and Governance – Political Science
National – National Standards for History
1. NCSS – 2.1.b – enable learners to develop historical comprehension in order that they might reconstruct the literal meaning of a historical passage, identify the central questions addressed in historical narrative, draw upon data in historical maps, charts, and other graphic organizers and draw upon visual, literacy or musical sources
Syntax – Procedures
1. Analytical:
a. Teacher Instructions
1. Begin by accessing prior knowledge. Do this by tossing a ball around the room. When a student is holding the ball, he/she may say anything they know about the French Revolution.
2. After several minutes, have students sit down again. Hand out a copy of an excerpt of the Tennis Court Oath.
3. While the students read the excerpt have them make notes on what the main grievances/changes were that the people of France had.
b. Resource
1. Excerpt from the Tennis Court Oath
c. Student Activity
1. The students will read an excerpt from the Tennis Court Oath.
2. They will list the grievances and changes that the French people would like to make to the government of France.
3. They should consider why the people might want these changes to their government.
2. Creative:
a. Teacher Instructions
1. After the students have finished reading the Tennis Court Oath, assign them to a partner.
2. Give the students the prompt “If the French Revolution was happening today, what would the grievances be? How would the goals be different? How would the goals be the same?”
3. Allow the students time to discuss and answer the question. Ensure that the students can back their thoughts with educated ideas.
b. Resource
1. Prompt worksheet
c. Student Activity
1. Students will work with a partner to discuss and answer the prompt.
2. All of the ideas in the answer to the prompt should have the ability to be backed by educated ideas.
3. Practical:
a. Teacher Instructions
1. Have the students return to their original seats.
2. Divide the students into two groups. One group will be pro French Revolution. The other will be anti French Revolution.
3. Allow the students time to discuss the main points of their arguments.
4. Debate whether the French Revolution should/should not.
5. After the debate, assign homework: write one paragraph stating whether or not you believe the French Revolution should have begun.
b. Resource
1. Homework prompt
c. Student Activity
1. Prepare several main points for the debate, as well as questions that can be asked of the other side.
2. Homework: paragraph on whether or not the French Revolution should have begun.