Date: 10/6/2016
Grade Level: 10th
Content
Lesson #: 1
High school History Standard 1.2: Concepts and skills students master: the key
concepts of continuity and change, cause and effect, complexity, unity and diversity
over time.
Standard 1.3: The significance of ideas as powerful forces throughout history.
Understandings: (Big Ideas)
How revolution has historically been extremely jarring, shaping and changing
societal hierarchy and norms.
How difficult the suppression of religion and cultural identity can be for a nations
people.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Why is the suppression of religious expression and practice disorientating for
people?
Why are religious beliefs important for peoples cultural identity?
Should a nation push for reason and logic at the sake of altering or hindering its
peoples identities?
Evidence Outcomes: (Learning Targets)
Understand how the French Revolution was a time of complex and extreme change,
which had both its causes and lasting cultural effects. The students should be able
to identify the unification of certain groups during the French Revolution as well as
the diversity of the French people and their stances during the Revolution.
Students be able to understand which ideologies were at play during the French
Revolution and what force they had shaping Frances history.
Every student will be able to: put themselves into the shoes of the French
people during the French Revolution.
I can: relate to how such social upheaval would affect my own personal life.
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Teacher Actions
20 minutes
After the hook and discussion, I
will explain all of the great lengths
that the Radicals went to deChristianize France, including
changing the name of street signs
and churches.
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Student Actions
Listening and filling in an organizer
that I provide.
I will have the students discuss in
their groups what they know about
the idea of virtue. I will have them
share what they discuss.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
10 minutes
I will ask students to discuss in their groups how the events of the deChristianization would relate to the big ideas of enlightenment thinkers
that they have spent most of the semester studying. They will be asked
to name one thinker that they believe would be in favor of the deChristianization and one thinker that would be against it. They will be
asked to justify why they believe this.
Joining in discussion.
The first activity will be visual and tactile. The rest of the lesson will
involve filling out an organizer, discussion, and a power point which will
contain images and text.
Just formal assessments every time the students discuss making sure
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Reflection
1. The areas of the lesson you felt were a success and areas you felt could have
been better. Please explain why you think this was the case
2. Discuss the relationship between planning and teaching. How did what you
planned match with what was implemented? How did what you think your
students would engage with align with what actually happened?
3. What knowledge and skills do you think students walked away thinking about
after the lesson. For this area I want you to provide evidence. Give us
examples from things students said, work you collected that let you know this
is what they either learned, practiced or left thinking about
questions, and working in lecture content in ways other than through the use
of a Power Point Presentation. While the discussions seemed quite fruitful,
there was content that was certainly not covered as well as it should have
and that's simply because I was completely able to predict how my students
would react to certain questions. While my students more or less mastered
the concept of de-Christinization, its quite clear that the concept of virtue
is still a bit fuzzy for most students, especially in how it applied to France's
new republic. That's because I didn't spend enough time planning this
portion of the lesson, something I would make stronger in the future.
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Every single student asked a question or raised a point during the discussion
which tells me that they were engaged. After giving a Kahoot quiz, it was
very clear that my students understood the big idea relating to the lesson's
hook. I can confidently say that every single student in my class walked
away understanding at least one component of de-Christianization during the
French Revolution, which was the impact that renaming street signs and
churches had on the French people. Since giving my lesson, these concepts
have been tied into several other lessons and activities, and every student
seems have a grasp on some of the foundational concepts presented during
this lesson. During the Napoleon unit, the students had to explain why he
made an attempt to bring peace between the French Government and the
Catholic church and what the significance of that event was. This means
that they not only understood why the Catholic church may have been mad
at the French Government (ie. De-Christianization), but why it was important
that Napoleon made that move. Because every student had their own
unique answer for this question, tells me that the big idea of my lesson was
learned by the students.
The biggest thing I learned from this lesson is that as a teacher, I may need
to continue driving certain ideas home during later lessons. While the big
idea from my hook certainly stuck, my discussion of virtue seemed to not
sink in which tells me that if it were my class room, I would continue to check
in and make sure my students are building understanding. I also learned
that using forms of media other than power point presentations are a much
needed solution to try to keep students engaged. It would seem that this
type of lecture can allow certain students to zone out or remain un-engaged
so going forward, I would try to use them sparingly.
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