Daily lesson plan template: Unit · Day Two – The beginning of the Radical phase of the French Revolution Unit = French Revolution and Latin American Revolutions Big Idea = Problems

Daily lesson plan template:

Unit = _________________________________________

Big Idea =______________________________________

Standards: Learning Target = (Plug in Common Core Literacy Standards that will be a focus for this

topic.)

1. _______________________

2. _______________________

3. _______________________

Must Include for each topic= 1. Ideas for anticipatory sets-

2. Activities-

3. Formative assessment ideas-

4. Summative assessment (project ideas, tests, papers)

Content/Topic: - Knowledge/ level I (recall, teacher gives content builds background.)

1. Key terms and content

- Comprehension/Level II (Skill/concept, teacher leads activities that students use to

build comprehension.)

1. Ideas to help improve comprehension of terms and content

- Application/ Level III (Strategic thinking, teacher guides student activities, students

demonstrate learning)

1. Ideas for activities where students demonstrate learning

- Higher Order Thinking Skills/ Level IV (Extended thinking/ Students create to

demonstrate learning)

1. Project ideas where students create and demonstrate learning.

Day One- Introduction to the French Revolution

Unit = French Revolution and Latin American Revolutions

Big Idea = Describe the impact political revolutions have had on the development of human

societies?

Standards: Found in the Michigan Social Studies Grade Level Content Expectations.

[WHG 5.3.5] Europe through the 18th Century – Analyze the major political, religious, cultural

and economic transformations in Europe by

1. Analyzing transformations in Europe’s state structure, including the rising military,

bureaucratic, and nationalist power of European states including absolutism

2. Analyzing how the Renaissance, Reformation, Scientific Revolution, and the

Enlightenment contributed to transformations in European society

Materials= Students- pencils, paper, notebook, and World History book. Teacher- computer,

projector, projector screen, speakers, 150 notebooks, World History book, and a copy of the

lesson plan in my binder.

Learning Target =

1. I can explain general causes of the French Revolution.

2. I can describe the three estates.

3. I can explain the purpose of the Estates-General.

4. I can explain the formation of the National Assembly and why they signed the Tennis

Court Oath.

5. I can identify the king and queen in power when the French Revolution began.

Must Include for each topic= 1. Ideas for anticipatory sets- We will watch a BBC YouTube video that gives an

overview of the French Revolution. (Level 1)

2. Activities- I will have the students stand up to learn a little jig. It is to teach them the

three phases of the French Revolution. First step is to teach them the moderate phases

(Holding their fist back from throwing a punch), second is to teach them the radical phase

(acting like they are pulling out their hair), and third is the Age of Napoleon (holding

their hand at their stomach and saluting).

Students will write a pitch, where they are to examine a document from the book on page

584 and write four specific ideas that reflect on what the enlightenment thinkers thought.

(Level 2)

The students will compare “how did the views of the society differ between the nobles

and the peasants in 1789 France?” They will write four to five sentences explain the

differences of these two social classes. (Level 3)

Looking at the conditions that started the American Revolution before we look at the

conditions that the French had and comparing how they were both similar and they both

ended with a revolution. (Level 2)

3. Formative assessment ideas- The students will answer the four questions that are on

polleverywhere.com. They will text in their answers, if they do not have a phone they can

write their answers on a sheet of paper. (Level 2, 3)

4. Summative assessment (project ideas, tests, papers) - The students will write up a

Document Based Question essay on the Reign of Terror next week and they will also will

take the unit six test at the end of the unit. (Level 1, 2, 3, 4)

Content/Topic:

Knowledge/ level I (recall, teacher gives content builds background.)

1. The three phases of the French Revolution. (Moderate, Radical, and the Age

of Napoleon).

2. What the state of France was during Louis XVI’s reign.

3. What were some of the causes of the French Revolution?

4. Who were the Three Estates?

5. Emmanuel Joseph Sieyes

6. Estates General

7. National Assembly

8. Tennis Court Oath

Day Two – The beginning of the Radical phase of the French Revolution


Big Idea = Problems that created revolutions/solutions to these problems (rights).







projector, projector screen, speakers, World History book, thirty-five note cards that say one of

the following: The king and queen, 1st estate, 2

nd estate, or 3

rd estate, and a copy of the lesson

plan in my binder.

Learning Target =

1. I can explain the event that started the French Revolution.

2. I can explain the significance of the abolishment of feudalism by the National

Assembly.

3. I can explain the rights provided by the Declaration of the Rights of Man.

4. I can explain Olympe de Gouges political views and what happened to her.

5. I can explain the cause and effect for the Women’s March to Versailles.

Must Include for each topic= 1. Ideas for anticipatory sets- The students will look at an image on page 573 and

think about how that image relates to the French Revolution. They will then write a

short summary of what they think. (Level 1, 3, 4)

2. Activities- The students will be handed a sheet of paper that pairs them into one of

four groups (The king and queen, 1st estate, 2

nd estate, or 3

rd estate). They will have

one person text the answers into polleverywhere.com to declare what their demands

are. Then they will write a paragraph explaining why they demanded what they did.

(Level 3)

I will have five students act out a scene with me. We will be storming the Bastille.

One student will be the governor, while the rest of us will be the peasants that raid the

Bastille. (Level 2)

The students will also read page 584 about the Declaration of Rights of Man and then

they will answer these three questions with their neighbor make changes to the

document in your notebook to what you think they should say. (Level 1, 3, 4)

Kinesthetic movement: The students will learn the causes and effects of the French

Revolution. For the causes the students will pull out their pocket to show they are

broke, heads down to show failure in financial reform, stirring a pot to show the

formation of the National Assembly, and the pounding of my fists to show the

storming of the Bastille. For the effects of the French Revolution I will have the men

stand up to show the declaration of rights of man, the students will act like they are

scribing to show the adoption of the first constitution, the students will throw off their

“crowns” to show that the monarchy was abolished, and then the students will act like

bears when they raise their arms to show the Reign of Terror.

3. Formative assessment ideas- The students will answer the four questions that are on

polleverywhere.com. They will text in their answers, if they do not have a phone they

can write their answers on a sheet of paper. (Level 2, 3)

4. Summative assessment (project ideas, tests, papers) - The students will write up a

Document Based Question essay on the Reign of Terror next week and they will also

will take the unit six test at the end of the unit. (Level 1, 2, 3, 4)

Content/Topic:

- Knowledge/ level I (recall, teacher gives content builds background.)

1. Storming the Bastille

2. Declaration of Rights of Man

3. Women’s March on Versailles

4. Olympe de Gouges

5. Causes and Effects of the French Revolution

6. Sans-culottes

7. Emigres

8. Guillotine

9. Bourgeoisie

Day Three – The Radical phase of the French Revolution


Big Idea = Problems that created revolutions/solutions to these problems (rights).







projector, projector screen, speakers, World History book, and a copy of the lesson plan in my

binder.

Learning Target =

1. I can read and analysis a primary source document.

2. I can explain how the rest of Europe reacted to the French Revolution and why they

reacted this way.

3. I can explain who the major characters are in the French Revolution.

Must Include for each topic= 1. Ideas for anticipatory sets- The students will read “A Tale of Two Cities” to give them

an idea of what the conditions were like in France during the Reign of Terror.

2. Activities- We will go over the new seating chart as soon as class begins to give students

time to move and get their notes out. I will have this new seating chart posted on the

PowerPoint for everyone to see.

The students will read “A Tale of Two Cities” and do a PMI assignment. What that

means is that the students will write one positive, one negative, and one intriguing thing

about the reading. The rationale for this activity is to reinforce what the conditions were

like in France at the time. (Level 1, 2)

Review kinesthetic movement from yesterday about the causes and effects of the French

Revolution. Kinesthetic movement: The students will learn the causes and effects of the

French Revolution. For the causes the students will pull out their pocket to show they are

broke, heads down to show failure in financial reform, stirring a pot to show the

formation of the National Assembly, and the pounding of my fists to show the storming

of the Bastille. For the effects of the French Revolution I will have the men stand up to

show the declaration of rights of man, the students will act like they are scribing to show

the adoption of the first constitution, the students will throw off their “crowns” to show

that the monarchy was abolished, and then the students will act like bears when they raise

their arms to show the Reign of Terror. (Level 2)

3. Formative assessment ideas- The students will answer four questions on

www.polleverywhere.com. The five questions that I have prepared are: 1. What stood out

to you in “A Tale of Two Cities” about France? 2. Why did the Jacobins and the

Girondists fight? 3. What group of people was named by the long pants they wore? 4.

Explain what the purpose of the guillotine was and a person who was killed by the

Guillotine. 5. What did you write for your something “interesting” point for your PMI

sheet? (Level 4) (For forth hour they will have to write out the answers because they lost

their privileges of using pollever.com because of inappropriate messages.)

4. Summative assessment (project ideas, tests, papers)- The students will write up a

Document Based Question essay on the Reign of Terror next week and they will also will



1. Louis XVI

2. Marie Antoinette

3. Georges Danton

4. Robespierre

5. Sieyes

6. Marat

7. Jacobins

8. Girodins

9. Guillotine

http://www.polleverywhere.com/

Day Four – The Radical phase of the French Revolution


Big Idea = How the class of political parties led to the Reign of Terror.








binder.

Learning Target =

1. I can use primary sources to come to understand the cause and effects of the French

Revolution.

2. I can explain the Reign of Terror.

3. I can use resources available to me to write an excuse letter on the Reign of Terror.

4. I can explain how the Constitution of 1795 differed from the Constitution of 1791.

5. I can explain the terms and people of the French Revolution.

Must Include for each topic= 1. Ideas for anticipatory sets- We will watch a YouTube video of that incorporates

music from modern America and creates their own lyrics to fit around the ideas,

terms, events, and people of the French Revolution.

(http://www.youtube.com/watch?v=wXsZbkt0yqo). (Level 1)

2. Activities- I will have two students read the primary source about Jean-Paul Marat on

page 586 to the class. We will then discuss this primary source and its importance.

(Level 2, 3)

Excuse letter: The students will write a letter that defends either: I want you to write a

letter for Georges Danton or Maximilien Robespierre explaining why it was

necessary for the Reign of Terror, or write a letter for Charlotte Corday or Olympe de

Gouges explaining why they opposed the Reign of Terror. Rationale for this

assignment is to get the students to start taking a stance on what side of the Reign of

Terror they would take in order to prepare them for their DBQ next week. (Level 3, 4)

The students will write up an owl. This means that the students will write in a column

1. What did you OBSERVE about the Reign of Terror? 2. What do you WONDER

http://www.youtube.com/watch?v=wXsZbkt0yqo

about the Reign of Terror? 3. What did you Learn about the Reign of Terror? (Level

1, 2, 3)

3. Formative assessment ideas- The students will do an O-W-L activity at the end of

class. What this requires the students to do is write in the three boxes what did you

OBSERVE about the Reign of Terror, what do you WONDER about the Reign of

Terror, and what did you learn about the Reign of Terror? This is a quick simple

assessment that allows me to see what the students still do not understand about the

Reign of Terror and it also lets me know what they learned and what interests them in

the French Revolution. (Level 2, 3)





1. Jacobins

2. Girodins

3. Committee of Public Safety

4. Reign of Terror

5. Constituion of 1791

6. Constitution of 1795

7. Lasting effects of the French Revolution

Day Five – Enter the Age of Napoleon


Big Idea = Describe the impact political revolutions have had on the development of human

societies.




1. analyzing transformations in Europe’s state structure, including the rising military,




binder.

Learning Target =

1. I can explain Napoleon Bonaparte’s role in the French Revolution.

2. I can explain Napoleon’s rise to power in France after the revolution.

3. I can explain several of Napoleon’s political, economic, and social reforms.

Must Include for each topic= 1. Ideas for anticipatory sets- watch a YouTube clip from the television show The

Deadliest Warrior. This is a simulation of Napoleon Bonaparte and George

Washington. (Level 1)

2. Activities- I will have six stations that the students will go to each station will require

the students to go to three of the stations, because I will have two of each station to

allow for smaller group discussion and research. Station one and four will research

Napoleons military accomplishments. Station two and five will research what the

conditions were like in France and try to draw an image of what they think France

looked like. Station three and six will look at Napoleon’s reforms. (Level 1, 2, 3)

3. Formative assessment ideas- The students will answer four questions on

Polleverywhere.com that have to do with the Age of Napoleon. (Level 3)




Content/Topic:


1. British Campaign

2. Italian Campaign

3. Egyptian Campaign

4. Coup de etat

5. First Consul

6. Napoleonic Code

7. Napoleonic reforms

8. Military tactics

9. Continental System

Day Six – The end of Napoleon


Big Idea = What is the trigger effect? Explain how revolutions are triggers of change and

analyze the long term impact of each.




1. analyzing how the Renaissance, Reformation, Scientific Revolution, and the

Enlightenment contributed to transformations in European society.

Learning Target =

1. I can explain Napoleon Bonaparte’s downfall as Emperor of France.

2. I can explain Napoleon Bonaparte’s philosophy of warfare.



binder.

Must Include for each topic=

1. Ideas for anticipatory sets- We will watch a ten minute movie clip on YouTube that

was shown by the Discovery Channel about Napoleon’s last days as emperor of France

and his exile. This will give the students an overview of what we are going to be

discussing today. (Level 1)

2. Activities- You decide: was Napoleon a great leader for France or if he was a horrible

leader. The students will list the positives and the negatives of Napoleon and then

discuss with their neighbor what they think about Napoleon. (Level 2, 3)

3. Formative assessment ideas- The student’s homework is to draw a comic strip of the

French Revolution. The students are required to use the Declaration of Rights of Man,

Reign of Terror, Napoleon Bonaparte, Estates-General, 1795 Constitution, and the Fall

of Napoleon. ( Level 3, 4)




Content/Topic:


1. Russia Campaign

2. Guerrilla Warfare

3. Abdicated

4. Battle of Waterloo

5. Napoleon’s exiles

6. Congress of Vienna

7. Napoleon’s Empire

8. Conservatives

9. Liberalism

10. Nationalism

Day Seven – Facebook Timeline


Big Idea =

1. Make sure that the students are seeing the big picture of the French Revolution by

creating a timeline.



and economic transformations in Europe by:


bureaucratic, and nationalist power of European states including absolutism.



3. Analyzing the transformation of the European economies including mercantilism,

capitalism, and wage labor (See 5.2.2).

Learning Target =

1. I can use the information that I have learned about the French Revolution to make a

facebook timeline or a facebook feed.



binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will show an example of a facebook timeline that is

about the French Revolution and explain what I am looking for in the student’s

facebook timeline. (Level 1)

2. Activities- The students will create a facebook timeline of one of the five scenes that

they have been selected to. (Level 4)

3. Formative assessment: The students will present the material that they found and

placed into their facebook timeline with the rest of their group. The class that makes

the best overall timeline will have it hung up on the white board in the back of the

class. (Level 3, 4)




Day Eight – Document Based Question: Reign of Terror Introduction









Materials= Students- pencils, paper, DBQ notebook, and World History book. Teacher-

computer, projector, projector screen, World History book, 150 copies of the documents for the

DBQ, and a copy of the lesson plan in my binder.

Learning Target =

1. I can explain the instructions and requirements of the DBQ to my partner

2. I can use documents (primary sources) to write my essay

3. I can find sources to strengthen my argument.

Must Include for each topic=

1. Ideas for anticipatory sets- I will have the students work with their Australia partner

to fill out the hook activity that requires the students to look at five different

situations and determine why the groups and individual is more important. Then we

will do a human bar graph to see what people think about their rights. (Level 1)

2. Activities- The students will read an article that will be in their DBQ notebook. This

will be an introduction to the topic that the DBQ will be based on and a review of

what we previously learned in the past week. (Level 2)

The hook activity that the students will do today with their African map partner is to

find out what they think. Whether the students find that the group or individual is

more important than the other, once we have finished the five examples the students

will argue why they thought this way and line ups in a human bar graph. (Level 2, 3)

3. Formative assessment ideas- The students will participate in a human bar graph and

this will allow me to see what sides of the argument the students will be deciding

based off of prior knowledge and the introduction reading that they finished before

the debate. (Level 2)


Document Based Question essay on the Reign of Terror this week and they will also


Day Nine – Reading the Reign of Terror Documents









Learning Target =

1. I can determine what primary sources and secondary sources are.

2. I can use primary and secondary sources to create an argument.

3. I can use the documents to support my thesis.

Materials= Students- pencils, paper, and DBQ notebook. Teacher- computer, projector,

projector screen, speakers, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will read a piece of poetry to the students about the

environment of the Reign of Terror. (Level 1)

2. Activities-We will have a read aloud for all ten documents. Every time we complete a

document we will we answer the questions about each individual document to give the

students more of an understanding of which documents are primary and secondary

sources. (Level 2)

3. Formative assessment ideas- I will ask questions in a think-pair-share setting where the

students will listen to the read aloud and then they will discuss to with the other students

about what they think of the article and then share with the class. (Level 2, 3)


Document Based Question essay on the Reign of Terror this week and they will also will


Day Ten – Reign of Terror Bucketing and Debate









Learning Target =

1. I can determine what primary sources and secondary sources are.

2. I can use primary and secondary sources to create an argument.

3. I can use the documents to support my thesis.

Materials= Students- pencils, paper, and DBQ notebook. Teacher- computer, projector,

projector screen, speakers, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- We will start reading the documents (See below).

2. Activities-We will have a read aloud for all ten documents. Every time we complete a

document we will we answer the questions about each individual document to give the

students more of an understanding of which documents are primary and secondary

sources. (Level 2)

The students will debate two or three of the documents at the end of the hour (depending

on time). This will assist the two sides of the argument by allowing them to see why they

are arguing the topic the way that they are. (Level 3)

3. Formative assessment ideas- I will ask questions in a think-pair-share setting where the

students will listen to the read aloud and then they will discuss to with the other students

about what they think of the article and then share with the class. (Level 2, 3)


Document Based Question essay on the Reign of Terror this week and they will also will


Day Eleven – Computer Lab









Learning Target =

1. I can use the most effective sources to write an analysis about the Reign of Terror.

2. I can use my time effectively to write out my DBQ.

Materials= Students- pencils, paper, computer or laptop, and DBQ notebook. Teacher-

reservations for the computer lab, a pen, scrap paper, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- Quickly explain to the students the expectations and

requirements of the students when they are working and using the computer lab. Then

we will walk down the hallways quietly in order to not disturb other classrooms.

(Level1)

2. Activities- The students will use their DBQ notebooks and the bucketing worksheet

to start writing their DBQ. They must properly cite the information that they have

used by using websites such as EasyBid.com or Knightcite.com. The students must

have at least, but not limited to, a strong introduction about their thesis, three body

paragraphs, and a conclusion. The students must also hit all the requirements that are

listed on the rubric in order to obtain full points. (Level 2, 3)

3. Formative assessment ideas- I will walk around the room observing the students

papers and make suggestions and answer questions about the topic. (Level 3)

4. Summative assessment (project ideas, tests, papers)- The students will start to

write up their Document Based Question essay on the Reign of Terror today and they

will also will take the unit six test at the end of the unit. (Level 1, 2, 3, 4)

Day Twelve – Computer Lab









Learning Target =

1. I can use the most effective sources to write an analysis about the Reign of Terror.

2. I can use my time effectively to write out my DBQ.

Materials= Students- pencils, paper, computer or laptop, and DBQ notebook. Teacher-

reservations for the computer lab, a pen, scrap paper, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- Same as Day Nine.

2. Activities- Same as Day Nine.

3. Formative assessment ideas- Same as Day Nine.

4. Summative assessment (project ideas, tests, papers)- Same as Day Nine.

Day Thirteen – Other European Revolutions!











Learning Target =

1. I can explain how the French Revolution caused other revolutions to occur throughout

the rest of Europe.

2. I can explain the differences between liberals, conservatives, and nationalists.

3. I can complete the checkpoint questions for homework.



binder.

Must Include for each topic= 1. Ideas for anticipatory sets- We will do a shared reading of the Anatomy of a

Revolution (in the student’s notebook) to let the students read about what they already

know about revolutions, past and current, in order to foreshadow what they think

might happen. (Level 1)

2. Activities- We will have a shared reading of the Anatomy of a Revolution. (Level 2)

The students will research in their books with their neighbors to find the definitions to

conservative, liberal, and Nationalism. This is similar to a think-pair-share activity

where the students find the information together and then they will discuss with the

class what these terms meant in the revolution. (Level 2, 3)

3. Formative assessment ideas- We will convene after the students have worked with

their partners in order to find the correct answers to what liberals, conservatives, and

nationalist are. (Level 2)

4. Summative assessment (project ideas, tests, papers)- The will take the unit six test

at the end of the unit. (Level 1, 2, 3, 4)

Content/Topic:


1. Ideology

2. Universal manhood suffrage

3. Autonomy

4. Liberals

5. Conservatives

6. Nationalists

Day Fourteen – The French Revolt Again?!


Big Idea =

1. What is the trigger effect? Explain how revolutions are triggers of change and analyze

the long term impact of each.

2. Describe the impact political revolutions have had on the development of human

societies?








Learning Target =

1. I can research the information from the chapter and use it to create a skit.

2. I can create a skit with my group and present it to the class.

Materials= Students- pencils, paper, notebook, and World History book. Teacher- a deck of

cards, computer, projector, projector screen, speakers, World History book, and a copy of the

lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- We will watch a YouTube clip

(http://www.youtube.com/watch?v=zbgeZhW2tzE) of from the National Football

League. This clip is about a controversial call where it had also happened the week

before. The point of the video is to relate the issue of fans being upset and wanting a

change to the fact that France had already revolted once and are about to revolt again.

(Level 1)

2. Activities- The students will receive a card that will place them in their acting group.

Once in their groups they will research what scene they have to act out with the rest of

their group. The students will have to act out the skit as a practice run in order to get skit

clothes. Once all groups feel comfortable we will begin the show. (Level 2, 3, 4)

Homework: Read page 644 and then find an article online that compares to one of the

three articles that are listed in the book.

http://www.youtube.com/watch?v=zbgeZhW2tzE

3. Formative assessment ideas- I will check for accuracy of each individual scene to make

sure that all the students are getting the correct information. I will ask questions to clarify

a skit or a specific part of the skit. (Level 2, 3)

4. Summative assessment (project ideas, tests, papers) - The students will take the unit

six test at the end of the unit. (Level 1, 2, 3, 4)

Content/Topic:


1. Radicals

2. Louis Philippe

3. Recession

4. Napoleon III

5. Louis Kossuth

Day Fifteen – Latin American Revolutions


Big Idea =




societies?

3. Problems that created revolutions/solutions to these problems (rights).




1. Explaining the origins, growth, and consequences of European overseas expansion,

including the development and impact of maritime power in Asia and land control in

the Americas (See 5.2.1) (National Geography Standard 13, p. 210).



Learning Target =

1. I can explain the social class structure in Latin America in the late 1700’s including

terms peninsulares, creoles, mestizos, and mulattoes.

2. I can explain how Simon Bolivar’s travels in Europe inspired revolutionary ideas in

Latin America.

3. I can identify the spark (an event in Europe) that ignited rebellion in Latin America.

4. I can explain the cause of the revolt in Haiti, name the leader of the uprising, and

explain the result (who won?) and the significance of this.

5. I can explain the result of the French invasion of Haiti and how Haiti eventually

gained independence in 1820.

6. I can name three men with important roles in the Mexican Revolution that led to

Mexican independence in the early 1820’s.

7. I can explain why Simon Bolivar was called “The Liberator.”

8. I can identify the leader who joined forces with Bolivar to help other South America

countries gain independence.

9. I can Identify the social class (or group of people) that most revolutionary leaders

belonged to.

10. I can explain the geography in Latin America and how this may have affected

outcomes of the revolutions.

11. I can identify the type of government created in most of the liberated countries in

Latin America.



binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will read an article about how in Haiti they are trying to

increase the Creole language in order to lead into the researching of the terms

peninsulares, creoles, mestizos, and mulattoes. (Level 1)

2. Activities- The students will work with their Japan map partners and they will research

the definitions of these four terms: peninsulares, creoles, mestizos, and mulattoes. (Level

2)

We will then focus on the PowerPoint on the Haitian Revolution, Mexican Revolution,

and the South American Revolutions for the rest of the class for a direct instruction

lesson. (Level 1)

3. Formative assessment ideas- The students will answer five questions on

Polleverywhere.com. The five questions that they will be asked are the five learning

targets.

4. Summative assessment (project ideas, tests, papers)- The students will take the unit


Content/Topic:


1. Peninsulares

2. Creoles

3. Mestizos

4. Mulattoes

5. Toussaint L’Ouverture

6. Haitian Revolution

Day Sixteen – French Revolution Movie


Big Idea =




societies?











Learning Target =

1. I can answer the remaining question in the notebook about the French Revolution

movie.

Materials= Students- pencils, paper, and notebook. Teacher- computer, projector, projector

screen, speakers, World History book, DVD player, the French Revolution DVD, and a copy of

the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will explain to the students that they will have to

complete the questions that on the French Revolution that are found in their

notebooks. (Level 1)

2. Activities- The students will be watching the French Revolution that the History

Channel published. (Level 1)

3. Summative assessment (project ideas, tests, papers) - The students will take the

unit six test at the end of the unit. (Level 1, 2, 3, 4)

Day Seventeen - French Revolution Movie


Big Idea =

1. What is the trigger effect? Explain how revolutions are triggers of change and analyze the

long term impact of each.


societies?











Learning Target =

1. I can answer the remaining question in the notebook about the French Revolution movie.



binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will explain to the students that they will have to

complete the questions that on the French Revolution that are found in their

notebooks.

2. Activities- The students will be watching the French Revolution that the History

Channel published. (Level 1)

3. Summative assessment (project ideas, tests, papers) - The students will take the


Day Eighteen – Review Day


Big Idea =




societies?






including the development and impact of maritime power in Asia and land control in the

Americas (See 5.2.1) (National Geography Standard 13, p. 210).







Learning Target =

1. I can answer all of the French Revolution learning targets that are in my notebook.



binder.

Must Include for each topic= 1. Ideas for anticipatory sets- We will watch a YouTube video on the Motion picture

Les Miserables. (Level 1)

2. Activities- We will play a game of Guillotine. This game will go through the twenty-

four learning targets on the French Revolution in order to prepare the students for the

test. (Level 2, 3)

3. Formative assessment ideas- I will observe and correct the students if they give an

incorrect answer by assisting them with the correct answer. (Level 3)

4. Summative assessment (project ideas, tests, papers)- The students will take the unit


Day Nineteen – Review Day


Big Idea =




societies?







Learning Target =

1. I can answer all of the Latin American Revolution learning targets that are in my

notebook.

Materials= Students- pencils, paper, notebook, and World History book. Teacher- eight

whiteboards, eight dry eraser markers, computer, projector, projector screen, speakers, World

History book, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- We will watch a YouTube video from the television

show “Who Wants To Be A Millionaire”.

(http://www.youtube.com/watch?v=mSyUcTzrGcQ) This will be a lead into the class

playing who wants to be a Millionaire.

2. Activities- The class will be divided up into groups of four. They will write their

answers on a whiteboard and then raise their hands when they are done. Each group

will hold up their answers once everyone has come to their answer. If a group cannot

figure out the answer they will have two minutes to figure out the answer or else they

will not be awarded any points. (Level 3)

3. Formative assessment ideas- I will observe every answer that each group gives in

response to the question. (Level 3)

4. Summative assessment (project ideas, tests, papers)- The students will take the


http://www.youtube.com/watch?v=mSyUcTzrGcQ

Day Twenty – Unit Seven Test


Big Idea =




societies?






including the development and impact of maritime power in Asia and land control in the

Americas (See 5.2.1) (National Geography Standard 13, p. 210).







Learning Target =

1. I can use the information that I have learned from the learning targets to answer the test

questions.

Materials= Students- pencils. Teacher- 50 copies of the test, a data director scan-tron for each

student, and a copy of the lesson plan in my binder.

Must Include for each topic= 1. Ideas for anticipatory sets- I will administer the test to the students and they may begin

once they have received the test. (Level 4)

2. Activities- The students will take their unit seven test. (Level 4)

3. Summative assessment (project ideas, tests, papers) - The students unit seven test

score will be their summative assessment for the information that the students have

learned throughout the unit. (Level 4)