James Madison University College of Education – Social Studies Lesson Plan Format Name: __Erinn Dinsmore______ Date: ___July 14, 2011______ Subject/Class: __Honors World History II_____ Grade Level: __10__ Topic: French Revolution NCSS Theme #_6_ : Power, Authority and Governance (see page 143-44) Subthemes: Knowledge: the rule of law, as well as a recognition of times when “Learners will understand the need for of constitutional democracy (the common civil disobedience has been justified”, “Fundamental values of the good, liberty, etc.)”, comparing political systems with that U.S., “Mechanisms by which governments meet the needs and want of and citizens…manage conflict, establish order security”. Processes: and evaluate conditions, actions, and motivations that contribute to conflict among “Analyze groups” Essential Questions/Big Ideas: How did the Enlightenment and the American Revolution cause the French Revolution? Is Revolution acceptable if attempting to overthrow a tyrant? When does Revolution turn to Civil War? SOLs/Standards addressed: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution. Learning Outcomes/Objectives: (See objectives in chart below) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) -observation (formative) -Zooburst, Movie or Flipsnack (summative) U 1: SWBAT list and explain the significance of the events of the -unit test (summative) French Revolution -worksheet (formative) U2: SWBAT identify similarities and differences between the -unit test (summative) and -discussion (formative) Declaration of Independence the Declaration of the Rights of Man U3: SWBAT identify and explain -worksheet (formative) -unit test (summative) the influence of the Enlightenment on the -discussion (formative) Declaration and of Independence the Declaration of the Rights of Man
James Madison University – College of Education Social Studies Lesson Plan Format Name: __Erinn Dinsmore______ Date: ___July 14, 2011______ Subject/Class: __Honors World History II_____ Grade Level: __10__ Topic: French Revolution NCSS Theme #_6_ : Power, Authority and Governance (see page 143-44) Subthemes: Knowledge: “Learners will understand the need for the rule of law, as well as a recognition of times when civil disobedience has been justified”, “Fundamental values of constitutional democracy (the common good, liberty, etc.)”, comparing political systems with that of the U.S., “Mechanisms by which governments meet the needs and want of citizens…manage conflict, establish order and security”. Processes: “Analyze and evaluate conditions, actions, and motivations that contribute to conflict among groups” Essential Questions/Big Ideas: How did the Enlightenment and the American Revolution cause the French Revolution? Is Revolution acceptable if attempting to overthrow a tyrant? When does Revolution turn to Civil War? SOLs/Standards addressed: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution. Learning Outcomes/Objectives: (See objectives in chart below) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) U 1: SWBAT list and explain the significance of the events of the French Revolution -observation (formative) -Zooburst, Movie or Flipsnack (summative) -unit test (summative) U2: SWBAT identify similarities and differences between the Declaration of Independence and the Declaration of the Rights of Man -worksheet (formative) -unit test (summative) -discussion (formative) U3: SWBAT identify and explain the influence of the Enlightenment on the Declaration of Independence and the Declaration of the Rights of Man -worksheet (formative) -unit test (summative) -discussion (formative)