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Lesson Plan #_5__
Post-Revolution and Reign of Terror
Introduction:
This lesson will focus on the end of the French Revolution. The students will study Robespierre and the Reign of Terror.
Objectives:
Content/Knowledge:
1. SWBAT identify Robespierre.
2. SWBAT explain the uses of the guillotine.
Process/Skills:
1. SWBAT read primary documents.
2. SWBAT interpret art from this era in history.
Values/Dispositions:
1. SWBAT morally debate the Reign of Terror.
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. Engagement:
a. Teacher Instructions
1. Have the students take out a sheet of paper. They will use this while a movie clip is being shown.
2. Show the clip from Marie Antoinette when she is beheaded.
3. Have the students write the who, what, when, where, why and how of the clip.
4. Explain that Marie Antoinette and Louis XVI were the first of many deaths that occurred during the Reign of Terror.
b. Resource
1. Video clip of Marie Antoinette
c. Student Activity
1. Take notes during the movie clip. Write down questions if necessary.
2. Exploration:
a. Teacher Instructions
1. Ask if the students have any questions.
2. If there are questions, answer them. If not, hand out a short biography on Robespierre and Marie-Therese (Marie Antoinette’s daughter).
3. Have the students separate into pairs. Together they will read both biographies, taking notes on the significant people and events in both Robespierre and Marie-Therese’s lives.
b. Resource
1. Short biographies of Robespierre and Marie-Therese.
c. Student Activity
1. With a partner read the biography of Robespierre. Take notes on significant events and people in his life.
2. After reading the biography of Robespierre, read the biography of Marie-Therese. Take notes of significant events and people in her life.
3. Consider how these events and people affected their lives. How their lives have been different without these people or events?
3. Explanation:
a. Teacher Instructions
1. Give a short prezi on the Reign of Terror.
b. Resource
1. Prezi
c. Student Activity
1. Take notes during Prezi.
4. Elaboration:
a. Teacher Instructions
1. Divide the class in half. One half will take the side of Marie-Therese in explaining why the Reign of Terror was not beneficial to society. The other half will take the side of Robespierre and explain why the Reign of Terror was beneficial to society.
2. Allow the students to debate. Do not step in unless to mediate or play devil’s advocate.
b. Student Activity
1. Take several moments to discuss with your group how you will defend your side and attack the other side.
2. Actively participate in the debate.
5. Evaluation:
a. Teacher Instructions
1. When the debate ends return the students to their seats.
2. Assign the students their homework.
3. Write a short paragraph explaining the Reign of Terror from either the point of view of Robespierre or Marie-Therese.
b. Resource
1. Homework prompt
c. Student Activity
Write a paragraph describing the Reign of Terror from either Robespierre or Marie-Therese’s point of view for homework.
Post-Revolution and Reign of Terror
Introduction:
This lesson will focus on the end of the French Revolution. The students will study Robespierre and the Reign of Terror.
Objectives:
Content/Knowledge:
1. SWBAT identify Robespierre.
2. SWBAT explain the uses of the guillotine.
Process/Skills:
1. SWBAT read primary documents.
2. SWBAT interpret art from this era in history.
Values/Dispositions:
1. SWBAT morally debate the Reign of Terror.
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. Engagement:
a. Teacher Instructions
1. Have the students take out a sheet of paper. They will use this while a movie clip is being shown.
2. Show the clip from Marie Antoinette when she is beheaded.
3. Have the students write the who, what, when, where, why and how of the clip.
4. Explain that Marie Antoinette and Louis XVI were the first of many deaths that occurred during the Reign of Terror.
b. Resource
1. Video clip of Marie Antoinette
c. Student Activity
1. Take notes during the movie clip. Write down questions if necessary.
2. Exploration:
a. Teacher Instructions
1. Ask if the students have any questions.
2. If there are questions, answer them. If not, hand out a short biography on Robespierre and Marie-Therese (Marie Antoinette’s daughter).
3. Have the students separate into pairs. Together they will read both biographies, taking notes on the significant people and events in both Robespierre and Marie-Therese’s lives.
b. Resource
1. Short biographies of Robespierre and Marie-Therese.
c. Student Activity
1. With a partner read the biography of Robespierre. Take notes on significant events and people in his life.
2. After reading the biography of Robespierre, read the biography of Marie-Therese. Take notes of significant events and people in her life.
3. Consider how these events and people affected their lives. How their lives have been different without these people or events?
3. Explanation:
a. Teacher Instructions
1. Give a short prezi on the Reign of Terror.
b. Resource
1. Prezi
c. Student Activity
1. Take notes during Prezi.
4. Elaboration:
a. Teacher Instructions
1. Divide the class in half. One half will take the side of Marie-Therese in explaining why the Reign of Terror was not beneficial to society. The other half will take the side of Robespierre and explain why the Reign of Terror was beneficial to society.
2. Allow the students to debate. Do not step in unless to mediate or play devil’s advocate.
b. Student Activity
1. Take several moments to discuss with your group how you will defend your side and attack the other side.
2. Actively participate in the debate.
5. Evaluation:
a. Teacher Instructions
1. When the debate ends return the students to their seats.
2. Assign the students their homework.
3. Write a short paragraph explaining the Reign of Terror from either the point of view of Robespierre or Marie-Therese.
b. Resource
1. Homework prompt
c. Student Activity
Write a paragraph describing the Reign of Terror from either Robespierre or Marie-Therese’s point of view for homework.