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Curriculum Area
Developed By
French Revolution
World History
Joseph Luebbe
Grade Level
Time Frame
High School
3 week unit
Understandings
Essential Questions
Overarching Understanding
Overarching
global communities.
Topical
Related Misconceptions
Knowledge
Skills
Analyze text and vocabulary using context clues, prefixes, and suffixes.
Conduct research using acceptable research methods.
Manage time effectively.
Demonstrate intellectual curiosity.
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Role
Audience
Situation
Students will recite the key events and people of the F.R.
Historian
Students
Students must answer questions on a traditional summative assessment, create a travel brochure for
Revolutionary France to authentically check for understanding, and create a timeline of events to understand
cause and effect of the F.R.
A written exam to match key people and vocab, a short answer portion to check for understanding of deeper
level understanding, and an essay portion to ask higher-order questions, assess the literacy objective, and the
21st century objective.
Product/Performan
ce
A group project where students will create a travel brochure to authentically assess students understanding of
the F.R., as well as the 21st century objective and literacy objective.
Individually create and maintain a timeline on significant F.R. events. to provide a formative assessment of the
students knowledge of the F.R.
CO History (World): Evaluate the historical development and impact of political thought, theory and actions.
Standards
Literacy: Write clearly and coherently for a variety of purposes and audiences.
21st Century Skills: Develop new connections where none previously existed.
Other Evidence
See individual lesson plans.
Students are going to be able to evaluate the historical development and impact of
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political thought, theory and actions of the French Revolution. Students will also
know how the Philosophes inspired various aspects of the French Revolution
Students have already learned about the five major Philosophes and their
Enlightenment ideals.
Students will know where they are going by engaging in a conversation about what
a Revolution is and what they think they would revolt for, as well as provide the
content, literacy, and 21st century skills objectives.
Students will experience and explore the big idea and questions in the unit through
direct teaching methods and by creating a timeline of events that requires them to
use both notes and research to complete. Students will also be able to explore the
big ideas through the Time Machine Brochure project. In this project, students will
explore a few new content related terms, but the majority are terms and events we
have covered in class. They will also be able to show creatively that they understand
the material.
Students will reflect daily in closing activities. Students will reflect on their timelines
and those of their peers and then rethink where necessary. I will help the students to
look at their thinking by discussing the timelines and concepts as a class, and in
small groups, and pushing questions back to them so that they have the ability to
rethink their concepts.
Formative assessments include class and small group discussions, fist to five, and
ticket out the door. In class practice creating their timeline of the French Revolution.
The purpose of this discussion is to introduce students to what a revolution is, and
to get them to apply the idea to their own life by asking higher-order questions like,
What would you revolt for or How do you see the Enlightenment ideals in todays
society? How would you feel if your Natural Rights were stripped away from you?
While much of the instruction will be given through traditional lecture and notes,
students will have opportunities to discuss with partners, with tabletop groups, and
as a class, what was learned from the last lecture and to ask higher order questions
that require them to apply it to the overarching ideas of the unit and to their life,
when applicable. Students will also have the opportunity to express their creativity
by creating the brochure.
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From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development