LESSON PLAN TEMPLATE FOR

THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:___Nathan Brandsma __Date:____2/24/15______________________________
Unit Essential Question:__Why do we study the enlightenment and French Revolution? __
Lesson Topic:__Third Estate and Declaration Class:____World history______
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Enculturation in a democratic society, as students will learn about different ways that rights are
viewed and how France sought to create a democratic society.
Equal Access to knowledge, as the activities utilize a variety of learning styles.

STANDARDS (
www.cde.state.co
)
Content:
3. c.
Evaluate the historical
development and impact of
political thought, theory and
actions

Literacy and Numeracy:

Access and use primary and
secondary sources to explain
questions being researched.

Democracy and
st
21
Century Skills:
Apply logical reasoning and
analytical skills.

Literacy and Numeracy:

SWBAT Access and use
primary and secondary
sources to explain questions
being researched by reading

Democracy and
st
21
Century Skills:
SWBAT apply logical
reasoning and analytical skills
by working to answer

OBJECTIVES
Content:
SWBAT Evaluate the historical
development and impact of
political thought, theory and
actions by analyzing a primary

document that describes the

third estate
.

what is the third estate and

answering questions

questions that require

analysis to be answered.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students answers to the
document questions and
discussion to assess their
understanding of the
development of political
theory in the French
Revolution.

Literacy and Numeracy:

Students answers to the
questions and restating and
drawing of the rights show
their use of the primary
document.

Democracy and
st
21
Century Skills:
The questions on the
document require analysis, so
this is the assessment.

Literacy and Numeracy

Democracy and
st
21
Century Skills

KEY VOCABULARY
Content
The three estates
Rights of Man
Bastille
National Assembly

HIGHER ORDER QUESTIONS for this lesson

Content
Why did the French
Revolution occur?
Why did the enlightenment
affect the French Revolution?

Literacy and Numeracy

Democracy and
st
21
Century Skills

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Warm-up may include any of the following: hook, pre-assessment, introduction
to topic, motivation, etc.

Time

Pre-Assessment
The KWL from the previous lesson showed that students know very little about
the French Revolution (with some exceptions)

Time

Building Background
Link to Experience:
Remember the popcorn simulation, what were the feelings of
the class?
Link to Learning:
What were the problems in France? Who were the groups
involved? Who was the King?

Time

Activity Name
Should be creative title for you and the students to associate
with activity.
Third Estate? Rights of Man?
Anticipatory Set
The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
To focus students attention on the lesson
To create an organizing framework for the ideas, principles or
information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to
be introduced.
A short video do you hear the people sing? with some questions

Time

Instructional Input
Includes: input, modeling and checking for understanding
Models of Teaching

:
Inquiry, Cooperative Learning, Concept Attainment, Direct Instruction,
Discussion, Socratic Seminar, Synectics, Inductive, Deductive and Mastery
Learning, etc.

This lesson begins with a brief discussion of the video, followed by a brief review
of what was discussed last period.
SIOP Techniques:
I do, We do, You do.
Guided Practice
: An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the teachers
supervision. The teacher moves around the room to determine level of mastery
and to provide individual feedback and remediation as needed. (Praise,
Prompt, and Leave)
The reading of what is the third estate by Seyes followed by questions
Reading , Writing, Listening, Speaking
Students read the documents, write responses, listen and speak to one another
Checking for Understanding
: Determination of whether students got it before
moving on. It is essential that the students practice doing it right so the
teacher must know that the students understood before proceeding to
practice. If there is any doubt that the class does not understand, the concept
or skill should be re-taught before practice begins.
I will go through the room to check for understanding and answer and pose
questions
Questioning Strategies:
Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).
the questions include lower level recall questions and higher level analysis
questions.
Independent Practice:
Once the students have mastered the content or skill, it
is time to provide reinforcement practice. It is provided on a repeating
schedule so that the learning is not forgotten. It may be homework or
individual or group work in class. It can be utilized in a subsequent project. It
should provide for relevant situations not only the context in which it was
originally learned.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special Needs)

Time

Review and Assessments of All ObjectivesHow will you and how will the
students know they have achieved the objectives of the lesson?
Content:
How has the power structure changed at this point in the revolution?
Literacy and Numeracy:
What was difficult to do with the document?
st
Democracy and 21
Century Skills:
What did you learn from analyzing the
document?

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
What did you learn today? Did we meet the learning target?

Time

Next Step
The next step is to look at the Reign of terror.

Post-Lesson Reflection
( For the Teacher)
1. To what extent were all objectives achieved?
The students got the idea from the
document what is the third estate, their answers show understanding.

2. What changes would you make if you teach the lesson again?
What is the Third
Estate turned out to be a much more difficult document than I supposed. I ended
up going over it in its entirety in order to make sure that the students could
understand it. That meant that they were not analyzing it themselves as much.
3. What do you envision for the next lesson?
The next lesson will be on the
declaration of the rights of man, and should be much more fun.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
st
a Democracy? To what extent does this lesson achieve the 21
Century Skills?
This lesson was not very successful in these regards, as I had to go through the
document to get students to be able to analyze it.