Instructor: Taught On: Subject/Grade: Day 9:

Tyrone R. Shaw October 5th, 2009 Global History II Reign of Terror

Lesson Rationale Four years and two months after the onset of the French Revolution, conflict between rival political factions, the Girondins and the Jacobins, was marked by mass executions of "enemies of the revolution." Estimates vary widely as to how many were killed, with numbers ranging from 16,000 to 40,000; in many cases, records were not kept, or if they were, they are considered likely to be inaccurate. The guillotine would become a symbol of executions that were ordered by the New French Republic. It is important for students to know about this, because these after math events of the French revolutions are often the realities of many countries in the world today, where a revolution took place, however, because the new government is not stable, there is national unrest and a constant unrest of violence. Students will want to know about this because it will be very close to home for many of them, as most of them are from war torn countries and have lived through some of the reign of terrors that have taken place these past few decades.

Classroom Organization Students will be seated in rows during this class. They will be asked to move around if I see it necessary for group activity. I will also have to make sure certain students are not sitting next to each other. As this students usually talk a lot in my classroom, I will make sure they are separated.

National Council for the Social Studies Standards I. Culture a. Analyze and explain the ways groups, societies, and cultures address human needs and concerns; d. Compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change; e. Demonstrate the value of cultural diversity, as well as cohesion, within and across groups; g. Construct reasoned judgments about specific cultural responses to persistent human issues; II. Time, Continuity, & Change

a. Demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use; b. Apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity; c. Identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nationstates, and social, economic, and political revolutions; III. People, Places, & Environments b. Create, interpret, use, and synthesize information from various representations of the earth, such as maps, globes, and photographs; g. Describe and compare how people create places that reflect culture, human needs, government policy, and current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers, industrial parks, and the like; h. Examine, interpret, and analyze physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes; i. Describe and assess ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings; IV. Individual Development & Identity a. Articulate personal connections to time, place, and social/ cultural systems; c. Describe the ways family, religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self; e. Examine the interactions of ethnic, national, or cultural influences in specific situations or events; h. Work independently and cooperatively within groups and institutions to accomplish goals; VI. Power, Authority, & Governance a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare; b. Explain the purpose of government and analyze how its powers are acquired, used, and justified; c. Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security, and balance competing conceptions of a just society; e. Compare different political systems (their ideologies, structure, institutions, processes, and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings; IX. Global Connections

a. Explain how language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding; e. Analyze the relationships and tensions between national sovereignty and global interests, in such matters as territory, economic development, nuclear and other weapons, use of natural resources and human rights concerns; f. Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues, and conflicts related to universal human rights;

Materials Needed By The Teacher General Pens/ Pencils x Chalk/Chalkboard x Technology LCD Projector/Power Point/Laptop or DVD x player Overhead Projector x Handouts Reign of Terror Activity x La Marseillaise Activity x Books, Reference Materials World History: Human Legacy x Holt, Rinehart and Winston, 2008 World History: Connections to Today x Prentice Hall, 1999 Materials Needed By The Student x

Objectives By listening and answering question about the reading on the Reign of Terror, students will be able to identify some of main terms that were used during that period. By taking part in the reading activity on the Reign of Terror, students will be able to identify three symbols of the reign of terror. After reading and answering questions about the French National Anthem, students will be able to identify three key aspects of French culture at the time it was written and how it reflected the reign of terror. After listening to a short lecture about the radical views of the Reign of Terror, students will be able to identify and list three ways which radical actions were used during the Terror.

Procedures We will begin the class with an in class reading and discussion activity. We will read as a class, The Reign of Terror. I will introduce students to the reading, and then I will begin the reading for the class. I will then ask a volunteer to continue with the reading. Because I do not want the students who continually volunteer to read to dominate the activity, I will also call on students to take part in the reading. This activity will help students understand some of the concepts of the Reign of Terror. It will be a great way to hook students Students will be exposed to some of the gruesome aspects of the Reign of Terror, this will be a wake up to many of them Some of the sources will be good for students to be introduced to and they will appreciate some of the first hand narratives from this time. I will then lecture for a few minutes about the Reign of Terror, and place some key definitions on the blackboard. This will help students who may not understand some of the terms we are using, as they not only not in English, but also in French. It is important for students to get a good grasp on the key terms, because it will help them identify some of the key aspects of the revolution. I will then move into an activity where I will introduce students to an aspect of French culture, where we will read the French National Anthem La Marseillaise. I will have the class examine aspect of the some that aligned with the radical aspects of the revolution and then the Reign of Terror. It is really important that students get introduced to aspects of French culture This activity will give some insights to students about the French at this point in time I will then rap is this lesson with a small review session in preparation for a quiz we will have next class. This quiz will be given as a summative assessment to find out where students are.

Homework Students will be asked to answer section review questions in their textbook. Page: 606, #2, a,b,c

Assessment I will conduct formative assessment throughout this lesson. I will ask students questions after each portion of my lesson so I can keep track of who is following. I will also conduct a summative assessment at the end of the lesson. I will ask students questions that relates to the entire lesson from beginning to end.

I will ask students to list characteristics of a radical leader. This will help me to assess if they are understand key terms I am discussing. Blooms Taxonomy Application: Students will apply their knowledge of living in areas ripped apart by violence to understand the reign of terror. Knowledge: Students will utilize their previous knowledge of how ordinary songs and national patriotic song can be used to reflect national sentiments at the time they were written. Evaluation: Students will be able to compare the events of the reign of terror with the ideas that were expressed in the French Revolution.

Multiple intelligences Intrapersonal: Students will be asked questions that require them to think independently and reason with themselves. This will aid students who work better by independent learning. Visual/Spatial: Students will be given to hand out that contain visual media that will allow then to more easily identify with some of the material that are learning about.

Modifications for Diverse Learners Needs Since this is a English as a Second Language Classroom, I will continually write out words that I think students might have difficulty spelling on the blackboard. I will also define words for students I progress through the lesson, making sure they understand the terms I use. It is important that I conduct formative assessments throughout my lesson so I can make sure to know that students are following along and understand what I am saying. I have made sure that my lesson allows for maximum speaking by students. As they are trying to become more proficient in the English language, it is important for me to make sure they are conversing in the language as much as possible. I will pace myself when speaking, so students can process what I am saying. Also, some students might need to ask their neighbor in their native tongue to clarify something I said that they might not have fully understood.

Reflection