Lesson Plan Guide

Teacher Candidate: Laura Davis Date: 6/11/14

Grade and Topic: World History European Revolutions Length of Lesson: 45 min
Mentor Teacher: School:
High School level 9-12 World History

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
TSW learn how Europe entered the enlightenment period by examining the revolutions that occurred
throughout the continent

LESSON OBJECTIVE:
TSW learn what the revolutions are as well as each monarch that was in control during the revolution,
why the people rebelled and what year it happened. The student will address this by completing an excel
sheet to organize all the revolutions.

STANDARDS ADDRESSED:
Tennessee - W.3 Conduct a short research project summarizing the important causes and events of the
French Revolution including Enlightenment political thought, comparison to the American Revolution, economic
troubles, rising middle class, government corruption and incompetence, Estates General, storming of the
Bastille, execution of Louis XVI, the Terror, and the rise and fall of Napolon. (C, E, H, P)

ISTE - Research and information fluency Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results

MATERIALS:
Students will need computer access to Microsoft excel
Projector
Text
Paper/ pencil to take notes
Think sheet

BACKGROUND and RATIONALE:
European Revolutions and reasons
Recently talked about how the monarchs came to power now we are talking about their downfall
This lesson leads into the enlightenment period which is the next chapter

PROCEDURES AND TIMELINE:
Introduction: Student need to come in and immediately pick up think sheet which is their bellwork.
This asks the students what the students what is the bloodiest revolution of all time and it gives them
three options to choose from (this is also their problem question). This usually sparks the attention of the
students. Other questions are also included in order to begin thinking process. Then after they have
about 5 minutes to answer bellwork we will begin with a brief lecture taking about 10 minutes to go
over the revolutions and the monarchs as well as the reasons. This will follow with directions for the
next procedure
Procedures: The students will go to their computers and I will then use the projector to show an
example of what they will be doing. They need to use their book, which goes through each of the
revolutions, in order to put the answers into an excel sheet.
Open book to designated page
Open excel spreadsheet
First save a copy with name and title
Then begin to input headers as demonstrated on the projector
After everything is labeled begin filling in cells with the information found in the
book
Closure: Students need to print off excel sheet and then hand in for classwork after completed. Then a
small group discussion of what the students felt was the most interesting revolution and why.



ASSESSMENT EVIDENCE:
They will show on their spreadsheet the names of the monarchs, the country where the revolution was
fought as well as the reason why and date. All answers must be accurate and the reason section must
show some thought as well. Assessment based on a below expectations (3/10 points), meets expectations
(8/10 points) and exceeds expectations (10/10 points) scale. See grading rubric for details.


MODIFICATIONS:
Break down revolutions more for those who do not understand
Have students list why this affected the Enlightenment era for those who need enriched activities