DB3 French Revolution DBQ Lesson plan with Reading Strategies

 

Learning Outcomes:

Students will be able analyze and explain the impact of the enlightenment movement on the French and American revolutions.

 

Before Reading Strategy:

Discuss key terms that will come up in the readings that are important to the lesson

During Reading Strategy:

Using a worksheet with the key terms, students can be reminded of which terms to look for in the readings.

After Reading Strategy:

Students can use worksheets with key term meanings and information to answer question related to the period.Identify the reading, writing, listening and speaking parts of your lesson by highlighting them in yellow

 

Link to your lesson from the CPALMS site: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/41288

 

List CCSS:

CCSS.ELA-Literacy.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

 

Specifically explain what the following will look like (so, I can envision your plan):

 

Introduction:

Marie Antoinette and the French revolution had more to do with it then whether or not “they could eat cake!” In fact, why were they so offended by that statement? Why would anyone ever be offended by cake? What role did the French monarchs play in encouraging the French Revolution? What were the effects of the French Revolution?

 

Model

Day One:

1. Deliver the information on the enlightenment and French Revolution through lecture notes, a print out of the French Revolution Summary and documents from the era

2. Lead students in discussion, clarify any misconceptions, pass out key words document,.

and then proceed with Day One activities.

 

Day Two:

1. Distribute French Revolution Documents.

2. Students should take a few minutes to re-familiarize themselves with the documents and read teacher comments.

3. Show students "How to Write a DBQ" website. Remind students to refer to their key words worksheet.

4. Discuss/review content, clarify any misconceptions, and then proceed with Day Two activities.

 

Guided Practice

Day One:

1.After discussing the information presented in the lecture/videos, distribute copies of the French Revolution Documents for the students.

2. Briefly let students know what each document is (sketch, letter, graph, etc). Do not go into detail about each document. It is more important that the students spend the time to interpret each document on their own.

3. Walk around and briefly guide students who may be confused/miss the main idea of each document.

4. Near the end of the period, collect the student work to briefly grade/comment on before handing back to the students the next day.

5. In the last few minutes of class, after the documents are collected, select students to go through the documents and share their answers to the questions.

6. Then, distribute copies of the Grading Rubric and review, reminding students of the summative assessment to be completed the following day.

 

Day Two:

1. After reviewing the "How to Write a DBQ" website, work on the Thomas Jefferson French Revolution PowerPoint with the students. This will be a model you will do WITH the students. Students should have a copy of this at their desk they can mark on or they can mark on a SmartBoard/Elmo if you have one.

2. Have students answer the questions on Slide 3 of the PowerPoint briefly on their own paper. Allow them to work with a neighbor to encourage discussion. Note to teacher: The second slide has highlighted information that you may want to discuss in more detail.

3. Hand out the French Revolution Prompt and Grading Rubric and allow students some time to read the directions/expectations. Explain that students will have 30-35 minutes to plan and write their responses (see Independent Practice below).

 

Independent Practice

1. Given 30-35 minutes, students will plan and answer the following prompt: The French Revolution (1787-1799) stemmed from the several economic, social, and political factors that bubbled beneath the surface culminating in more than a decade of instability for France. Using the documents provided, analyze how political, economic, and social forces led to a period of upheaval for the French in the late 18th century. Do not start writing until you have read both “How to Write a DBQ” and the grading rubric, and planned your paper. Please write neatly and legibly in pen.

 

Assessment

Writing prompt will be the summative assessment

 

Accommodations

Allow extra time completing the documents.

Allow students to use their notes while they are completing the documents worksheets.

Students needing additional teacher support might benefit from being able to come before/after school for individual help.

Teacher should paraphrase a little as needed when language of the documents is difficult to understand